Montessori Foundation Scope and Sequence Book

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212

800-655-5843 • 941-729-9565 • www.montessori.org

Montessori

THE

FOUNDATION

Infants - Age 12

Scope & Sequence

Montessori

Curriculum

Revised and Updated 2012 ...

... a practical

tool to help

manage

curriculum

planning,

implementation,

and recording in

the Montessori

classroom from

birth to age 12

The Montessori

Foundation

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212

941-729-9565 • www.montessori.org

Montessori

THE

FOUNDATION

Getting a Quick Start

Scope & Sequence

Curriculum

Getting a Quick Start ....

The Montessori Foundation’s Scope and Sequence was revised to facilitate use with

software designed to track the progress of students in our lab school - New Gate

Montessori in Sarasota, Florida. New Gate uses MontessoriCompass™. The format of

the Scope and Sequence is such that it can be easily adapted for incorporation into a

number of other software systems.

We assume that any school using our Scope and Sequence will modify and add to the

original content to make our curriculum better fit that school. Our Curriculum Scope

and Sequence guide continues to be revised, and we would welcome your feedback

and suggestions.

The new expanded and updated Montessori Curriculum Scope and Sequence from

infant through 12 years old (grade 6 in the US) includes all development levels from

birth to age 12 (US grade 6). The curriculum areas currently included are: Practical

Life Skills; Sensorial; Language Arts; Mathematics and Geometry; Geography; History;

Science; Cosmic Studies; and Visual Arts.

Using this Scope and Sequence document, you will be able to find all the lessons and

their elements within the different discipline areas of the document and plan your in-

tegrated thematic study very easily. It will give you a vast number of ideas that you may

not have encountered in your training and will make the life of the educator a little

easier.

If you are a public charter school, you might be interested in obtaining the curriculum

aligned with the Common Core Curriculum (USA). This will become available when

all the Common Core standards are published, which is expected by the end of the

school year of 2012-2013.

The Meaning of the Dots

We have used dots to indicate at which ages lessons are generally presented; please

note, that this is very child-dependent, but can be used as a guideline for the educator.

As a Montessori educational experience is child-centered, introduction of lessons will

be dependent on the developmental readiness of the child. The dots are also used to

represent that a lesson may be used with many ages of students, but that the follow-

up or the presentation would be representative of the developmental level of the child.

The colors of the dots do not have any symbolic meaning; they are merely used to

assist in making the age suggestions more discernible. The pattern of green, blue, and

red, repeating is taken from the color code used in Montessori math to represent the

units, tens, hundreds, and units of one thousand columns. The colors simply make it

somewhat easier to recognize at what age/grade level we anticipate that a lesson will

be taught.

A dot indicates that by this age/grade level the skill will normally be introduced and

the student is working toward mastery. Unlike conventional programs, Montessori

does not introduce a concept or skill once and then move on. Students work on most

skills or concepts over a span of years. They are introduced as soon as a student seems

to be ready, but Montessori guides consciously introduce students to work at the

age/grade level shown above by either the symbol “I” for an initial introduction to the

dots, which signify that a student should be working toward mastery. The symbol “R”

represents a year in which a skill is normally reviewed and retested. It is important to

grasp that there is no year-by-year curriculum as is found in most schools. Instead, stu-

dents progress at their own pace.

The Code

What is included?

The Montessori Foundation’s Curriculum Scope and Sequence is comprised of a com-

prehensive set of files, which clearly set out the lessons for all subject areas and age

groups, organized according to:

n Curriculum Area (subject or discipline)

n Strand

n Material or Lesson

n Curriculum Element.

Each entry has a recommended age range during which the element is normally intro-

duced, practiced, and mastered.

The material is provided in a number of formats to accommodate a variety of possible

uses within the school.

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212

941-729-9565 • www.montessori.org

. 3

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212

941-729-9565 • www.montessori.org

n A stand-alone FileMaker™ database containing the entire curriculum that offers a

convenient way to search for a specific record or set of records, and various layouts

designed for different audiences of parents and teachers. (You do not need to own

FileMaker™ to run a free standing FileMaker™ file.) This will allow you to easily

modify the curriculum to suit your school’s specific requirements.

n A set of individual Excel™ files for each curriculum area. Again, the files will allow

for your own modifications.

n Individual Adobe Acrobat™ files showing each area of the curriculum. This format

offers a comprehensive overview of the entire curriculum and is intended for

schools to give to teachers, outside accrediting organizations, government agen-

cies, and parents. We provide Acrobat™ files that are designed to show the Scope

and Sequence for teachers and administrators, along with another set designed to

show the curriculum to parents.

All three formats include the same content formatted for different uses.

The Scope and Sequence can be used in conjunction with online record-keeping software

such as MontessoriCompass™.

###

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212

941-729-9565 • www.montessori.org

Montessori

THE

FOUNDATION

Introduction

Curriculum

The Value of The Montessori Foundation’s Scope and Sequence

The Montessori Foundation Curriculum Scope and Sequence is a practical tool to help

manage curriculum planning, implementation, and recording in the Montessori class-

room from birth to age 12.

The first version was developed during the years from 1968 through 1996, when The

Montessori Foundation first made it available to Montessori schools.

From our interaction with hundreds of Montessori schools, as consultants and teacher

trainers for over more than thirty years, we have discovered that many Montessori

schools do not have (or follow) a clear curriculum policy, nor do they have a formal

curriculum Scope and Sequence guide.

Administrators often indicate that their teachers’ albums serve as their guides. In

today’s world, it is increasingly important to have a formal written guide to serve as a

common frame of reference for each classroom, especially from one age level to the

next. While our Montessori lesson albums are invaluable tools, they are not what is

truly meant by curriculum guides, nor do they provide a coherent Scope and Sequence

that is clearly understood by everyone, particularly those without formal Montessori

training.

The Montessori Foundation’s Scope and Sequence

is the result of many years of

painstaking analysis of the Montessori tradition to evaluate the age ranges at which we

believe Montessori children should commonly reach major milestones and develop a

language that is performance oriented and understood by traditional educators.

The Montessori Foundation’s Curriculum Scope and Sequence

guide is continually

being revised, and we would welcome your feedback. In time, your faculty will propose

improvements or modifications to make the curriculum fit your school.

Introduction

. 2

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212

941-729-9565 • www.montessori.org

The Montessori Foundation’s Revised 2012 Scope and Sequence

The revised version of the Montessori Foundation’s Curriculum Scope and Sequence

is the result of many years of painstaking analysis of the Montessori tradition to eval-

uate the age ranges at which we believe Montessori children should commonly reach

major milestones and develop a language that is performance oriented and understood

by traditional educators.

The Montessori Foundation’s Curriculum Scope and Sequence

was revised to facili-

tate use with student progress-tracking software, such as Montessori Records Xpress™,

MontessoriCompass™, MontAlign™, and other products that continue to be devel-

oped. Our lab school, The New Gate School in Sarasota, Florida uses MontessoriCom-

pass™. The format of the Scope and Sequence is such that it can be easily adapted for

incorporation into a number of other software systems.

Our expanded and updated Montessori Curriculum Scope and Sequence

includes all

development levels from birth to age 12 (US grade 6).

The curriculum areas currently included are:

■ Practical Life Skills ■ Sensorial

■ Language Arts ■ Mathematics and Geometry

■ Geography ■ History

■ Science ■ Cosmic Studies

■ and Visual Art

We are currently working on preparing additional units of Early Childhood through

Age 12 Montessori Curriculum in several areas*, which include:

■ Economic Education;

■ Civics and Government;

■ Invention, Industry, and Technology;

■ Movement and Physical Education;

■ Music;

■ The Study of a Second Language; and

■ Peace Education

*Schools that purchase a licence to use the Montessori Foundation’s revised Curriculum Scope and Sequence©

will receive files with the Scope and Sequence in the additional areas as they become available.

Over the next year, we plan to continue to develop Curriculum Scope and Sequence

for Montessori Secondary Programs - Ages 12 to 18. They will be released as each level

is completed.

Introduction

. 3

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212

941-729-9565 • www.montessori.org

Licensing and Copyright

The Montessori Curriculum

The PDF files can be printed for use in parent curriculum summaries or uploaded to your

school’s website.

The Montessori Foundation’s Curriculum Scope and Sequence

is copyrighted and li-

censed to schools to duplicate and modify for the use of their administrators, teachers,

and parents. Copies of the curriculum in any form may not be given or sold to anyone outside the

purchasing school’s community.

The word ‘curriculum’ is used to mean a number of different things. In popular usage,

it denotes no more than a set of topics that are studied at a school or university, along

with their content. When seen in this way, a large range of issues are omitted which are

critical to achieving clarity and consistency within a school. While this introduction cannot

explore the topic in great detail, it is important to note that the Scope and Sequence,

along with the lesson plans, observation, recording systems, assessment principles, and

reporting methods that support it, are all components of a total, educational, curriculum.

Although Maria Montessori had a complex vision of curriculum, she never compiled a

single, comprehensive, practical curriculum statement that would be recognised as such

in today’s educational context. There was a good reason for this — she intended that the

teacher be responsive to the developmental and individual needs of each child, rather

than slavishly follow a syllabus of work. The Montessori teacher is expected to understand

both the developmental needs and abilities of the children in her care, as well as a broad

range of content, along with the methodology necessary to present the appropriate ma-

Alignment to State Curricula and the US National Common Core Curriculum

For US Montessori schools, we already have the Math and Language Common Core stan-

dards aligned to Montessori lessons and activities; however, this does not make use of

our updated Scope and Sequence.

We are currently in the process of aligning our revised Scope and Sequence to the Com-

mon Core Curriculum for Math and Language, and once the rest of the Common Core

standards have been written, we will align to those as well.

We can also prepare an alignment of state standards to the updated Montessori Curricu-

lum Scope and Sequence

, along with the alignment to the Common Core Standards as

needed.

Introduction

. 4

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212

941-729-9565 • www.montessori.org

terials or lessons to the children. The exact content was intended to be organic, flexible

and adaptable to local conditions. While this “expansive” approach is the ideal of

Montessori education, it fails to satisfy parents and officials who require a more clearly

defined outline of what the school expects children to learn in a defined time.

Montessori programs are designed to prepare children, not only for university but also

for life. Our perspective on children’s learning and the role of educators is quite dif-

ferent from conventional education.

Three key ideas are central to this approach:

1. It is not the adult who shapes the child; it is the child who, through his experi-

ences, creates an adult human being,

2. Teaching is not something that one can do to another; we can only support the

natural process of learning.

3. There is a clear connection between one’s sense of self, of being fully alive and

open to new ideas and experiences, and the ability to learn.

Recognizing this, we engage in a process that leads not to complacent students, who

are good at cramming for tests, but rather to the development of self-actualized ‘re-

naissance’ men and women. In Montessori, children learn how to learn and see school

as a center of an enjoyable lifelong experience. They acquire the values and intellectual

skills that enable them to go on to college and then successful careers. They see this

as a natural extension of their Montessori experience.

As Montessori teachers, principals, teacher trainers, and consultants, we know this. In

an age of accountability, however, Montessori schools need effective ways of commu-

nicating their educational plan and demonstrating individual student progress to par-

ents (and possibly local or state officials).

Introduction

. 5

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212

941-729-9565 • www.montessori.org

For some time, we have been struggling to find an appropriate balance between our

objective of cultivating the child’s spontaneous interest in learning and the expecta-

tions of parents and society.

Traditionally, schools have been perceived as the transmitters of culture from one gen-

eration to the next through a formal curriculum. While we acknowledge that this is an

important part of our mission, Montessori schools are equally committed to the de-

velopment of responsible members of the human family and to the protection of the

child’s fragile spark of curiosity and creativity. Most children know far more about the

world before they start school then they will show a few years later, when they have

learned to be passive learners who no longer trust their senses, intellect, and imagina-

tion. Therefore, our greatest task is to help our students to maintain their ability to

think, intuit, and discover; to develop a sense of independence, sequence, and order;

to learn how to learn.

At the same time, as independent schools, or publicly funded schools of choice, parents

come to us seeking quality programs and services. Their highest priorities are academic

excellence and character development.

Most parents expect their children to be well prepared for college or university. They

are also looking for a school experience that will offer something special, something

that will make the school experience intellectually exciting and develop a wide range

of talents and interests in their children.

Schools find it difficult to document the delivery of these services in a way that allows

parents to evaluate what they are getting. Parents expect to be kept abreast of the pro-

grams that address these goals as well as their children’s progress.

We see the Montessori Curriculum as three streams that come together in a great con-

fluence of learning:

1. The first stream involves the mastery of fundamental skills and basic core knowledge.

This is a school’s basic expectations for what will be introduced, worked on, reviewed,

and targeted for mastery by 85-90 percent of all students at each age or grade level.

The Montessori Foundation’s Approach to Curriculum

Three Streams of Curriculum

Introduction

. 6

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212

941-729-9565 • www.montessori.org

As we know, Montessori Curriculum evolved out of the European tradition. It offers a

rigorous course of study. Elementary and Secondary Montessori students explore the

realm of mathematics, science and technology, the world of myth, great literature, his-

tory, world geography, civics, economics, anthropology, and the basic organization of

human societies. Their studies cover the basics found in traditional curriculum, such

as the memorization of math facts, spelling lessons, and the study of vocabulary, gram-

mar, sentence analysis, creative and expository writing, and library research skills.

Sometimes, because Montessori places so much emphasis on cultivating children's

sense of curiosity and wonder, parents may get the impression that students can simply

do whatever they wish, avoiding subjects that they dislike. This is certainly not the case

in a well-run Montessori class.

2. The second stream of Montessori Curriculum involves inspirational lessons and experiences that

we organize and present.

These are the lessons and experiences that we introduce to our students, but which

we do not consider essential for them to master. We hope that we will inspire them

and awaken interest, appreciation, and a sense of wonder that will lead them to con-

tinue to explore these topics in the years to come. This is what Montessori had in mind

when she wrote:

“The secret of good teaching is to regard the child’s intelligence as a

fertile field in which seeds may be sown, to grow under the heat of

flaming imagination. Our aim is not only to make the child under-

stand, and still less to force him to memorize, but so to touch his

imagination as to enthuse him to his innermost core. We do not

want complacent pupils, but eager ones. We seek to sow life in the

child rather than theories, to help him in his growth, mental and

emotional as well as physical, and for that we must offer grand and

lofty ideas to the human mind.”

We bear witness to the way our students respond to our key lessons and all the many

experiences that we arrange, but in this area we do not have any distinct expectation

that they must master and retain what we shared.

At the Elementary level, Dr. Montessori’s Great Lessons are five key areas of intercon-

nected studies traditionally presented to all Elementary Montessori students in the

form of inspiring stories and related experiences and research projects. They include

the story of how the world came to be, the development of life on the Earth, the story

Introduction

. 7

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212

941-729-9565 • www.montessori.org

of humankind, the development of language and writing, and the development of

mathematics. They are intended to give children a ‘cosmic’ perspective of the Earth

and humanity’s place within the cosmos. The lessons, studies, and projects surround-

ing each of the Great Lessons normally span many months, and the questions that the

children pose and their efforts to find the answers to their own questions may continue

for many years. And this is only the beginning!

3. The third stream of the Montessori Curriculum is the child’s individually chosen research.

Elementary and Secondary Montessori students are encouraged to explore topics that

capture their imagination. Most former Montessori students look back on this aspect

of the Elementary program with particular fondness.

Yet another way of looking at Montessori is to consider some additional principles of

our work:

■ We want to engage children’s interest.

■ We want children to discover the power of their own intellect.

■ We want children to see that they are not simply doing assignments to

make their parents and teachers happy, but that their lives, ideas, and in-

terests have merit in their own right, not only in the judgment of others.

In the first stream of our program, we teach what must be taught, whether required

by law or contemporary cultural expectations, doing so in as engaging a way as possi-

ble, providing experiences and apparatus that illustrate ideas concretely, in order to

make information easy to understand and see in context.

In the second stream of our program, we consciously seek to design curricula and ex-

periences meant to awaken interest and inspire a sense of wonder, rather than simply

to give children yet more facts on which they will be tested (and, yes, everything in

this second stream is part of our culture, and people who grasp it are even that much

more culturally literate). The key in the metaphor of the second stream of learning is

that children are not held accountable—at least not at this age level, when we present

it as part of the second stream—for mastering this knowledge. We are trying to light a

spark!

In the third stream of our work, we are simply remembering that learning does not

stem only from teachers, textbooks, or even Montessori materials. It is nice to design

new lessons and card sets, timelines, or apparatus, but in the third stream, something

is occurring that comes from within the child herself, not from us! The process is del-

icate; the spark easily extinguished.

Introduction

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941-729-9565 • www.montessori.org

The point of the metaphor within the third stream is to underscore for Montessori ed-

ucators the absolute importance of making lots of room for this to occur when it does

occur naturally.

Structure of The Montessori Foundation’s Revised Scope and Sequence Curriculum

This updated version of The Montessori Foundation’s Scope and Sequence

has been

designed so that the educator can look at how the sequence of lessons is generally or-

dered within any given level from Early Childhood through the Upper Elementary years.

It is, thus, possible to see the vast number of lessons and the elements that span these

levels of the Montessori programs.

Conventional schools plan learning for the entire classroom group. Content is organized

into grade levels. While all good teachers individualize as much as they can by creating

sub-groups of children within their classroom, there is a clearly defined set of skills and

knowledge that children are expected to achieve before advancing from one grade level

to the next. In this way of thinking about schooling, the curriculum can be thought of as

a stairway up which children climb from kindergarten through high school graduation

in a clearly defined time.

The Montessori Curriculum is organized as an inclined spiral plane of integrated studies,

rather than a traditional model in which the curriculum is compartmentalized into sep-

arate subjects, with given topics considered only once at a given grade level. In Montes-

sori, concepts are introduced simply and concretely in the early years and elaborated

upon over the years at increasing degrees of abstraction and complexity.

Introduction

. 9

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212

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Even though the Montessori Curriculum is highly integrated in the classroom, we have

chosen to organize the Scope and Sequence into the familiar subject areas.This is to make

it more easily understood by parents and educators who work in conventional schools.

Introduction

. 10

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212

941-729-9565 • www.montessori.org

At first glance the Scope and Sequence may be overwhelming. The depth and breadth

of its coverage do, however, represent something of great value. Parents often express

concern that Montessori is not academic enough, or that their children might not get

what they need to prepare them adequately for their later years in conventional class-

rooms. The scope of the Montessori Curriculum when broken out into the various dis-

ciplines and underlying learning objectives is, however, very impressive. Hopefully,

among other benefits, having copies of the curriculum available for parents to review

will help to allay many of their concerns.

The delivery of these services is difficult to document from our end, and from the par-

ent’s end, even more difficult to evaluate. Parents expect to be kept abreast of the pro-

grams that address these goals,and, their children's progress in each program. As a

result, we need to carefully maintain this delicate balance.

How to use this document:

The Montessori course of study is an integrated thematic approach that ties the sepa-

rate disciplines of the curriculum together into studies of the physical universe, the

world of nature, and the human experience. Literature, the arts, history, social issues,

civics, economics, science and the study of technology all complement one another in

The Infant/Toddler Scope and Sequence is a separate document, indicating that this is

a very different plane of development.

The Scope of a curriculum is a set of clearly stated learning objectives and activities

that the school expects a child to have experienced and achieved by a certain age. The

curriculum scope might also be aligned to local, state, and/or national expectations

for student performance.

The Sequence of a curriculum is the order in which the activities are presented that

would support the child in achieving the desired objectives. In conventional schooling,

a Scope and Sequence is presented as a clear delineation of what will be taught, to-

gether with very specific performance objectives referenced to grade levels.

The delivery of these services is difficult to document from the school’s end and, from

the parent's end, even more difficult to evaluate. Parents expect to be kept abreast of

the programs that address these goals and their children's progress in each program.

As a result, we need to carefully maintain this delicate balance.

Using the Scope and Sequence

Introduction

. 11

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212

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Many Montessori teachers use a fairly simple check list of Montessori lessons and ma-

terials that normally fits on two pages. Commonly, they make notes of student progress

by drawing the three legs of a triangle. They draw the first leg when they introduce a

lesson; the second leg when they see that the child is working with the material and

practicing as he or she works toward comprehension or mastery; and the third leg to

complete the triangle when they feel the child has comprehended or mastered the les-

son or material.

We find that this is inadequate to fully represent the levels of engagement with mate-

rials and content, and the subsequent learning experienced by the child.

We developed the following assessment scheme in collaboration with many Montessori

experts, and we thank them for their insights and contributions. You will notice that

the emphasis is placed on the student’s activities and experiences and their participa-

tion within their learning journey. We have included it here, as we thought it might be

of use to you.

1 Initial Presentation/Lesson Given

2 Initial Exploration

■ Student investigates the newly introduced concept or skill.

■ Teacher observes evidence of early-skill development of concept formation

through various means, such as: completion of the work; written expression;

verbal expression; artistic; or other expression.

■ Student begins to show focus, concentration, and effort in completing the

work or applying the skill.

the Montessori curriculum. This integrated approach is one of Montessori’s great

strengths. As an example, when Elementary Montessori students study Africa, they

would look at the physical geography, climate, ecology, natural resources, and the ways

in which people have adapted to their environment: food, shelter, transportation,

clothing, family life, and traditional cultures. They might read African folk tales, study

about the great African civilizations, study endangered species, create African masks

and traditional instruments, make African block-print tee shirts in art, learn some

Swahili, study dance in music, and prepare some typical meals from various African

cultures. Guest speakers, performers, and friends of the school help to make a field of

study come alive through their memories, talents, and personal experience.

Recording Student Progress

Introduction

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###

3 Exploring Skill

■ Student explores the skill to develop proficiency.

■ Tea c h e r o b se r v e s b e ginning syn t h e s i s of t h e s k i ll th r o u g h var i o u s m ean s , s u c h

as completion of the work, written expression, verbal expression, artistic, or

other expression.

■ Student shows a high level of determination, cooperation and effort in apply-

ing this skill.

4 Working Towards Proficiency

■ Student applies the skill to develop greater proficiency.

■ Tea c h e r obs e r v e s ongoing developm e n t of skill syn t h e s i s t h r o u gh v a r i o us

means, such as: completion of the work; written expression; verbal expression;

artistic; or other expression.

■ Student shows determination, cooperation, and effort in applying this skill.

5 High Level of Proficiency

■ Student demonstrates a highly developed level of proficiency in applying skill.

■ Teacher observes the student’s retention and ability to apply the skill through

various means: written expression; verbal expression; artistic expression or

other expression.

■ Student shows a very high level of determination, cooperation and effort in

applying this skill.

6 Very High Level of Proficiency

■ Student expands the level of proficiency through repetition and application

of skill.

■ Teacher observes the child’s inner need to return to the skill for refreshment

or refinement.

■ Student’s determination and effort remain high.

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212

941-729-9565 • www.montessori.org

Montessori

THE

FOUNDATION

Scope & Sequence

Curriculum

Understanding the Scope

and Sequence Code ...

Parent-Infant Programs: These are primarily pro-

grams designed to educate the parents of very

young children in child development and the

Montessori strategies for helping parents to re-

spond to the needs they observe in their infants.

These programs give parents an opportunity to ob-

serve their children and, through discussion, learn

how they can best respond to their babies’ needs.

Normally, parent-infant programs will accept chil-

dren under eighteen months of age.

Parents come with their children to a short class that

normally lasts about ninety minutes, held once or

twice a week. Often, there will be a parent-teacher

discussion held at another time during the week.

Topics always include parent questions and con-

cerns and a weekly topic, such as: sleep, nutrition,

home environment, and infant and toddler devel-

opment. The staffing is commonly one certified

Montessori Infant-Toddler teacher with the parents

remaining in the room. In this model, parents learn

how to observe their child and learn a great deal

about child development to be used at home.

The Infant Curriculum

Montessori Infant-Care Programs: For those who need

all-day care, there are a small, but growing, number of

Montessori Infant-Care programs, which normally accept

infants aged six weeks to fifteen months of age. These pro-

grams are still very rare, but they are slowly beginning to

spread. It is especially important in these programs that

the lead teacher working with each group of nine infants

be certified in Montessori Infant-Toddler education to en-

sure the quality of the program.

With infants, the schedule of the day is dependent on

their needs. Each baby has a different schedule for feeding

and sleeping. There should be a routine of stability and

consistency; babies look for predictability.

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How to Read the Code of Dots and Letters Used in the Scope and Sequence:

Montessori does not organize curriculum by the grade level at which topics are to be taught.

We assume that children learn at different paces and learn best in different ways. In most cases,

students in Montessori programs will work on any given skill or concept over several years. We

introduce students to new lessons as soon as they seem to be ready. Likewise, we have a plan

of what Montessori students ought to learn and the age/grade levels at which which we expect

mastery from most students.

Instead of arranging our curriculum by grade level, we organize it by the subsets of concepts

and skills (Strands) and the sequence in which they will be taught. In our Curriculum Scope

and Sequence, to the right of the list of curriculum elements, we use a series of vertical

columns to represent a given span of ages or grades. We use large dots to indicate the age or

grade levels at which we anticipate a given lesson will be presented. Since we do not follow a

grade-by-grade curriculum, the age or grade when a child will actually be ready to begin work

depends on his or her developmental readiness. Our Dot Code is simply a guideline for

Montessori educators.

When viewed in color on a computer, the dots follow a pattern of green, blue, and red, which

is repeated at each Montessori three-year program cycle. The color coding makes it somewhat

easier to see at which age/grade levels we anticipate children will work on concepts or skills.

Normally, students return to work many times over two years or longer before they truly un-

derstand what they have studied and retain it over time.

As you can see by the example above, we expect that the two Math skills shown (items number

25 and 26) will normally be introduced at age four, and we anticipate that children will con-

tinue to work on them over the following year. The “R” shown in the 1st-grade column indi-

cates that we suggest that the teachers ought to review and re-test to see if the child still

understands the concept or skill. In some case the symbol “I” is used to indicate that a child

should be given a first introduction to a concept or skill at a given age/grade level. Students

often work on some concepts and skills over the course of several years.

Curriculum Element

Area

Lesson/Material

Strand

Montessori Foundation Curriculum Scope and Sequence - Infant Programs: Birth to 18 months

The following developmental milestones and educational goals will normally be met over

the course of a Montessori Infant program for children from birth to 18 months

6-9

mo.

9-12

mo.

12-18

mo.

3-6

mo.

Birth -

3 mo.

Infants

Lifts head.

Motor

Development

Equilibrium

•

Infants

Raises head while lying on stomach.

Motor

Development

Equilibrium

•

Infants

Supports upper body with arms while

lying on stomach.

Motor

Development

Equilibrium

•

Infants

Stretches out and kicks legs.

Motor

Development

Equilibrium

•

Infants

Pushes down with legs when held above

a hard surface.

Motor

Development

Equilibrium

•

Infants

Masters control of the head.

Motor

Development

Equilibrium

•

Infants

Rolls over, turning from front to back.

Motor

Development

Equilibrium

•

Infants

Rolls both ways.

Motor

Development

Equilibrium

•

Infants

Scoots along floor using arms and legs

to propel body forwards.

Motor

Development

Equilibrium

•

Infants

Sits supported by pillows.

Motor

Development

Equilibrium

•

Infants

Sits, supporting self with hands.

Motor

Development

Equilibrium

•

Infants

Sits without support.

Motor

Development

Equilibrium

•

Infants

Gets to sitting position without

assistance.

Motor

Development

Equilibrium

•

Page 1

Infants

Curriculum Element

Area

Lesson/Material

Strand

Montessori Foundation Curriculum Scope and Sequence - Infant Programs: Birth to 18 months

The following developmental milestones and educational goals will normally be met over

the course of a Montessori Infant program for children from birth to 18 months

6-9

mo.

9-12

mo.

12-18

mo.

3-6

mo.

Birth -

3 mo.

Infants

Gets from sitting to crawling position

without assistance.

Motor

Development

Equilibrium

•

Infants

Purposefully explores objects in a

number of ways through shaking,

banging, throwing, dropping, etc.

Cognitive

Development

Exploration

•

Infants

Crawls forward on belly by pulling with

arms and pushing with legs.

Motor

Development

Equilibrium

•

Infants

Crawls on hands and knees.

Motor

Development

Equilibrium

•

Infants

Stands with support.

Motor

Development

Equilibrium

•

Infants

Pulls body into upright position.

Motor

Development

Equilibrium

•

Infants

Walks with assistance.

Motor

Development

Equilibrium

•

Infants

Walks on tip-toe, holding onto bar or

furniture.

Motor

Development

Equilibrium

•

Infants

Stands upright without support.

Motor

Development

Equilibrium

•

Infants

Opens and closes hands.

Motor

Development

Hand

•

Infants

Brings hand to mouth; explores hand

with mouth.

Motor

Development

Hand

•

Infants

Instinctive prehension evident in

grasping adult finger or object offered.

Motor

Development

Hand

•

Infants

Begins to observe own hands.

Motor

Development

Hand

•

Page 2

Infants

Curriculum Element

Area

Lesson/Material

Strand

Montessori Foundation Curriculum Scope and Sequence - Infant Programs: Birth to 18 months

The following developmental milestones and educational goals will normally be met over

the course of a Montessori Infant program for children from birth to 18 months

6-9

mo.

9-12

mo.

12-18

mo.

3-6

mo.

Birth -

3 mo.

Infants

Swipes at objects dangling on mobile or

frame.

Motor

Development

Equilibrium

•

Infants

Purposeful grasping and shaking of

objects.

Motor

Development

Hand

•

Infants

Uses whole hand; raking grasp.

Motor

Development

Hand

•

Infants

Intentionally works with hands to

manipulate objects.

Motor

Development

Hand

•

Infants

Reaches with one hand to grasp an

object.

Motor

Development

Equilibrium

•

Infants

Transfers objects from hand to hand.

Motor

Development

Hand

•

Infants

Purposefully grasps and releases objects.

Motor

Development

Hand

•

Infants

Controls fingers.

Motor

Development

Hand

•

Infants

Prehension with pincer grip - small

objects.

Motor

Development

Hand

•

Infants

Holds large objects with arms.

Motor

Development

Hand

•

Infants

Enjoys bodily contact, such as cuddling.

Social and

Emotional

Attachment

•

Infants

Enjoys being in the company of others.

Social and

Emotional

Attachment

•

Infants

Differentiates between known people

and strangers.

Social and

Emotional

Attachment

•

Page 3

Infants

Curriculum Element

Area

Lesson/Material

Strand

Montessori Foundation Curriculum Scope and Sequence - Infant Programs: Birth to 18 months

The following developmental milestones and educational goals will normally be met over

the course of a Montessori Infant program for children from birth to 18 months

6-9

mo.

9-12

mo.

12-18

mo.

3-6

mo.

Birth -

3 mo.

Infants

Displays attachment to primary care-

giver or parent.

Social and

Emotional

Attachment

•

Infants

Displays shyness and anxiety around

strangers.

Social and

Emotional

Attachment

•

Infants

Cries when parents leave.

Social and

Emotional

Attachment

•

Infants

Shows a preference for certain people

and toys.

Social and

Emotional

Attachment

•

Infants

Demonstrates affection.

Social and

Emotional

Attachment

•

Infants

Demonstrates empathy.

Social and

Emotional

Attachment

•

Infants

Displays separation anxiety.

Social and

Emotional

Attachment

•

Infants

Expresses needs and emotions with

body and face.

Social and

Emotional

Self-Awareness &

Emotions

•

Infants

Indicates enjoyment of social play

through laughing and body language.

Social and

Emotional

Self-Awareness &

Emotions

•

Infants

Displays an interest in images of self in a

mirror.

Social and

Emotional

Self-Awareness &

Emotions

•

Infants

Often expresses joy.

Social and

Emotional

Self-Awareness &

Emotions

•

Infants

Expresses a range of emotions, including

fear, anger, and shyness.

Social and

Emotional

Self-Awareness &

Emotions

•

Infants

Recognizes own name.

Social and

Emotional

Self-Awareness &

Emotions

•

Page 4

Infants

Curriculum Element

Area

Lesson/Material

Strand

Montessori Foundation Curriculum Scope and Sequence - Infant Programs: Birth to 18 months

The following developmental milestones and educational goals will normally be met over

the course of a Montessori Infant program for children from birth to 18 months

6-9

mo.

9-12

mo.

12-18

mo.

3-6

mo.

Birth -

3 mo.

Infants

Tries to influence the action of others by

protesting.

Social and

Emotional

Self-Awareness &

Emotions

•

Infants

Actively explores environment.

Social and

Emotional

Self-Awareness &

Emotions

•

Infants

Fixes attention on faces of others.

Social and

Emotional

Social Interactions

•

Infants

Responds with enjoyment to person-to-

person contact.

Social and

Emotional

Social Interactions

•

Infants

Enjoys play activities and indicates

displeasure by crying when game stops.

Social and

Emotional

Social Interactions

•

Infants

Imitates movements and facial

expressions of others.

Social and

Emotional

Social Interactions

•

Infants

Develops "social smile" - smiles at a

face.

Social and

Emotional

Social Interactions

•

Infants

Imitates sounds, actions, and facial

expressions.

Social and

Emotional

Social Interactions

•

Infants

Tests responses of others.

Social and

Emotional

Social Interactions

•

Infants

Imitates gestures.

Social and

Emotional

Social Interactions

•

Infants

Fights for a toy, which another child

may be holding.

Social and

Emotional

Social Interactions

•

Infants

Pays attention to and responds

differently to different tones of voice.

Social and

Emotional

Social Interactions

•

Infants

Attempts to play with other children.

Social and

Emotional

Social Interactions

•

Page 5

Infants

Curriculum Element

Area

Lesson/Material

Strand

Montessori Foundation Curriculum Scope and Sequence - Infant Programs: Birth to 18 months

The following developmental milestones and educational goals will normally be met over

the course of a Montessori Infant program for children from birth to 18 months

6-9

mo.

9-12

mo.

12-18

mo.

3-6

mo.

Birth -

3 mo.

Infants

Deliberately seeks to maintain

interaction with others.

Social and

Emotional

Social Interactions

•

Infants

Follows familiar voices with eyes or

head.

Social and

Emotional

Auditory

•

Infants

Reacts to different sounds.

Sensory

Development

Auditory

•

Infants

Responds to an adult's singing.

Sensory

Development

Auditory

•

Infants

Makes sounds with objects and reacts to

the sounds produced.

Sensory

Development

Auditory

•

Infants

Eats food with varying textures.

Sensory

Development

Gustatory

•

Infants

Begins to show preferences in the tastes

of food.

Sensory

Development

Gustatory

•

Infants

Displays preference for sweet smells.

Sensory

Development

Olfactory

•

Infants

Displays preference for soft rather than

rough textures.

Sensory

Development

Tactile

•

Infants

Explores textures.

Sensory

Development

Tactile

•

Infants

Displays interest in black and white

mobiles.

Sensory

Development

Visual

•

Infants

Follows moving objects with eyes.

Sensory

Development

Visual

•

Infants

Follows moving things with eyes.

Sensory

Development

Visual

•

Page 6

Infants

Curriculum Element

Area

Lesson/Material

Strand

Montessori Foundation Curriculum Scope and Sequence - Infant Programs: Birth to 18 months

The following developmental milestones and educational goals will normally be met over

the course of a Montessori Infant program for children from birth to 18 months

6-9

mo.

9-12

mo.

12-18

mo.

3-6

mo.

Birth -

3 mo.

Infants

Recognizes familiar objects and people.

Sensory

Development

Visual

•

Infants

Purposefully explores objects in a

number of ways using all senses.

Sensory

Development

Sensory Exploration

•

Infants

Explores hand-to-hand transfer;

purposefully moving objects from one

hand to another.

Integrated Eye-

Hand and

Cognitive

Development

Building Skills and

Concepts Using Special

Materials

•

Infants

Puts objects into containers and takes

them out again.

Integrated Eye-

Hand and

Cognitive

Development

Building Skills and

Concepts Using Special

Materials

•

Infants

Works with Object Permanence Box

with tray to refine hand-and-finger

control, eye-hand coordination, and to

construct concept of object permanence.

Integrated Eye-

Hand and

Cognitive

Development

Building Skills and

Concepts Using Special

Materials

•

Infants

Works with Object Permanence Box

with drawer to refine hand-and finger-

control, eye-hand coordination, and to

construct concept of object permanence.

Integrated Eye-

Hand and

Cognitive

Development

Building Skills and

Concepts Using Special

Materials

•

Infants

Works with various Imbucare

Boxes to

refine hand-and-finger control, eye-hand

coordination, and to construct the

concept of object permanence.

(Imbucare

Boxes, Copyright Nienhuis,

2012)

Integrated Eye-

Hand and

Cognitive

Development

Building Skills and

Concepts Using Special

Materials

•

Infants

Works with Imbucare

Boxes with slot

and flip lid to refine wrist movement,

eye-hand coordination and to construct

the concept of object permanence.

(Imbucare

Boxes, Copyright Nienhuis,

2012)

Integrated Eye-

Hand and

Cognitive

Development

Building Skills and

Concepts Using Special

Materials

•

Infants

Explores geometric shapes through

inserting objects into cut-out shapes

(Imbucare

Boxes with shape-sorter lid)

to refine hand-and-finger control, eye-

hand coordinatio, and to construct the

concept of object permanence.

(Imbucare

Boxes Copyright Nienhuis,

2012)

Integrated Eye-

Hand and

Cognitive

Development

Building Skills and

Concepts Using Special

Materials

•

Infants

Works with various Imbucare

Boxes

to develop hand-and-finger control, eye-

hand coordination, and to construct the

concept of object permanence.

(Imbucare

Boxes Copyright Nienhuis,

2012)

Integrated Eye-

Hand and

Cognitive

Development

Building Skills and

Concepts Using Special

Materials

•

Page 7

Infants

Curriculum Element

Area

Lesson/Material

Strand

Montessori Foundation Curriculum Scope and Sequence - Infant Programs: Birth to 18 months

The following developmental milestones and educational goals will normally be met over

the course of a Montessori Infant program for children from birth to 18 months

6-9

mo.

9-12

mo.

12-18

mo.

3-6

mo.

Birth -

3 mo.

Infants

Hangs knit balls on dowels to develop

eye-hand coordination and fine-muscle

control and to begin to match colors.

Integrated Eye-

Hand and

Cognitive

Development

Building Skills and

Concepts Using Special

Materials

•

Infants

Places large pegs into holes to develop

eye-hand coordination and fine-muscle

control and begin to sort colors.

Integrated Eye-

Hand and

Cognitive

Development

Building Skills and

Concepts Using Special

Materials

•

Infants

Works with simple puzzles to further

develop eye-hand coordination and

develop figure-ground concept - single-

shape puzzles.

Integrated Eye-

Hand and

Cognitive

Development

Building Skills and

Concepts Using Special

Materials

•

Infants

Places disks on dowels to develop eye-

hand coordination and various finger

grips (Toddler Infilare exercises).

Integrated Eye-

Hand and

Cognitive

Development

Building Skills and

Concepts Using Special

Materials

•

Infants

Places disks and cubes on dowels to

develop eye-hand coordination and

various finger grips (Toddler Infilare

exercises).

Integrated Eye-

Hand and

Cognitive

Development

Building Skills and

Concepts Using Special

Materials

•

Infants

Finds a partially hidden object.

Cognitive

Development

Object Permanence

•

Infants

Purposefully attempts to reach objects

that are out of reach.

Cognitive

Development

Object Permanence

•

Infants

Finds hidden objects.

Cognitive

Development

Object Permanence

•

Infants

Associates names of objects with images.

Cognitive

Development

Concept Formation

•

Infants

Begins to use objects for their intended

purpose.

Cognitive

Development

Concept Formation

•

Infants

Responds to loud sounds in

environment.

Language

Hearing and

Understanding

•

Infants

Calms or smiles in response to human

voice.

Language

Hearing and

Understanding

100

•

Infants

Recognizes voice of parent or primary

care-giver.

Language

Hearing and

Understanding

101

•

Page 8

Infants

Curriculum Element

Area

Lesson/Material

Strand

Montessori Foundation Curriculum Scope and Sequence - Infant Programs: Birth to 18 months

The following developmental milestones and educational goals will normally be met over

the course of a Montessori Infant program for children from birth to 18 months

6-9

mo.

9-12

mo.

12-18

mo.

3-6

mo.

Birth -

3 mo.

Infants

Moves eyes towards direction of a

sound.

Language

Hearing and

Understanding

102

•

Infants

Responds to changes in tone of voice.

Language

Hearing and

Understanding

103

•

Infants

Notices objects that make a sound.

Language

Hearing and

Understanding

104

•

Infants

Responds (pays attention) to music.

Language

Hearing and

Understanding

105

•

Infants

Responds with enjoyment to simple

word and movement games and finger-

plays.

Language

Hearing and

Understanding

106

•

Infants

Turns head towards direction of a

sound.

Language

Hearing and

Understanding

107

•

Infants

Shows interest when spoken to.

Language

Hearing and

Understanding

108

•

Infants

Recognizes common household words.

Language

Hearing and

Understanding

109

•

Infants

Complies with simple requests.

Language

Hearing and

Understanding

110

•

Infants

Communicates pleasure through cooing

sounds.

Language

Speaking

111

•

Infants

Indicates different needs through

different cries.

Language

Speaking

112

•

Infants

Smiles when seeing a familiar person.

Language

Speaking

113

•

Infants

Babbling begins to resemble more

mature speech and contains some

consonants (

p, b, m

Language

Speaking

114

•

Page 9

Infants

Curriculum Element

Area

Lesson/Material

Strand

Montessori Foundation Curriculum Scope and Sequence - Infant Programs: Birth to 18 months

The following developmental milestones and educational goals will normally be met over

the course of a Montessori Infant program for children from birth to 18 months

6-9

mo.

9-12

mo.

12-18

mo.

3-6

mo.

Birth -

3 mo.

Infants

Chuckles and laughs to communicate

joy.

Language

Speaking

115

•

Infants

Vocalizes other emotions, such as

excitement and displeasure.

Language

Speaking

116

•

Infants

Makes a range of gurgling sounds when

playing with someone or when alone.

Language

Speaking

117

•

Infants

Babbling includes a range of sounds and

gaps which resemble phrases.

Language

Speaking

118

•

Infants

Uses sounds to attract and hold

attention of others - communication.

Language

Speaking

119

•

Infants

Uses body language to communicate

needs.

Language

Speaking

120

•

Infants

Imitates a large variety of speech sounds.

Language

Speaking

121

•

Infants

Has some recognizable words.

Language

Speaking

122

•

Infant-

Toddler

Walks holding onto bar or furniture.

Motor

Development

Equilibrium

•

Infant-

Toddler

Walks independently.

Motor

Development

Equilibrium

•

Infant-

Toddler

Coordinates use of both hands working

together.

Motor

Development

Hands

•

Infant-

Toddler

Uses hands for purposeful work.

Motor

Development

Hand

•

Infant-

Toddler

Engages in solitary or parallel play.

Social and

Emotional

Social Interactions

•

Page 10

Infant-Toddler

Curriculum Element

Area

Lesson/Material

Strand

Montessori Foundation Curriculum Scope and Sequence - Infant Programs: Birth to 18 months

The following developmental milestones and educational goals will normally be met over

the course of a Montessori Infant program for children from birth to 18 months

6-9

mo.

9-12

mo.

12-18

mo.

3-6

mo.

Birth -

3 mo.

Infant-

Toddler

Works with simple puzzles to further

develop eye-hand coordination - three-

shape puzzles.

Integrated Eye-

Hand and

Cognitive

Development

Building skills and

concepts using special

materials

•

Infant-

Toddler

Stacks different colored disks on dowels

sorting by color to further develop hand

control and color- matching skills.

Integrated Eye-

Hand and

Cognitive

Development

Building skills and

concepts using special

materials

•

Infant-

Toddler

Stacks different sized disks on dowels

sorting by color to further develop hand

control and color- matching skills.

Integrated Eye-

Hand and

Cognitive

Development

Building skills and

concepts using special

materials

•

Infant-

Toddler

Places disks on horizontal dowels to

develop supinated wrist movement and

further develop eye-hand coordination.

Integrated Eye-

Hand and

Cognitive

Development

Building skills and

concepts using special

materials

•

Infant-

Toddler

Places different sized balls and ellipsoids

on small pegs to explore sizes and

perception of part becoming whole.

Integrated Eye-

Hand and

Cognitive

Development

Building skills and

concepts using special

materials

•

Infant-

Toddler

Works with box with bins to develop

various wrist movements and object

permanence.

Integrated Eye-

Hand and

Cognitive

Development

Building skills and

concepts using special

materials

•

Infant-

Toddler

Works with box with sliding lid to

develop wrist movements and object

permanence.

Integrated Eye-

Hand and

Cognitive

Development

Building skills and

concepts using special

materials

•

Infant-

Toddler

Explores objects in a number of ways

using all senses (e.g., Treasure Basket;

Heuristic Play Collections.

Cognitive

Development

Exploration

•

Infant-

Toddler

Begins to sort mixed collections of

objects into categories.

Cognitive

Development

Concept formation

•

Infant-

Toddler

Walks carrying large and/or heavy

objects; climbs stairs carrying objects in

search of maximum effort.

Motor

Development

Equilibrium

•

Infant-

Toddler

Runs.

Motor

Development

Equilibrium

•

Infant-

Toddler

Kicks a ball.

Motor

Development

Equilibrium

•

Infant-

Toddler

Displays growing awareness of self as

separate from others.

Social and

Emotional

Self-Awareness &

Emotions

•

Page 11

Infant-Toddler

Curriculum Element

Area

Lesson/Material

Strand

Montessori Foundation Curriculum Scope and Sequence - Infant Programs: Birth to 18 months

The following developmental milestones and educational goals will normally be met over

the course of a Montessori Infant program for children from birth to 18 months

6-9

mo.

9-12

mo.

12-18

mo.

3-6

mo.

Birth -

3 mo.

Infant-

Toddler

Recognizes self in mirror.

Social and

Emotional

Self-Awareness &

Emotions

•

Infant-

Toddler

Refers to self using own name.

Social and

Emotional

Self-Awareness &

Emotions

•

Infant-

Toddler

Imitates behavior of others, including

actions in songs and play activities.

Social and

Emotional

Social Interactions

•

Infant-

Toddler

Enjoys company of other children.

Social and

Emotional

Social Interactions

•

Infant-

Toddler

Matches objects to pictures.

Cognitive

Development

Sorting and matching

•

Infant-

Toddler

Pairs identical pictures.

Cognitive

Development

Sorting and matching

•

Infant-

Toddler

Pairs related pictures.

Cognitive

Development

Sorting and matching

•

Infant-

Toddler

Sorts objects by shape.

Cognitive

Development

Sorting and matching

•

Infant-

Toddler

Sorts objects by color.

Cognitive

Development

Sorting and matching

•

Infant-

Toddler

Sorts objects by category (e.g., buttons,

animals, beads, etc.).

Cognitive

Development

Sorting and matching

•

Infant-

Toddler

Collaborates with adult in dishwashing.

Practical Life

Collaboration with

adult in activities of

daily living

•

Infant-

Toddler

Collaborates with adult in flower

arranging.

Practical Life

Collaboration with

adult in activities of

daily living

•

Infant-

Toddler

Collaborates with adult in folding

activities.

Practical Life

Collaboration with

adult in activities of

daily living

•

Page 12

Infant-Toddler

Curriculum Element

Area

Lesson/Material

Strand

Montessori Foundation Curriculum Scope and Sequence - Infant Programs: Birth to 18 months

The following developmental milestones and educational goals will normally be met over

the course of a Montessori Infant program for children from birth to 18 months

6-9

mo.

9-12

mo.

12-18

mo.

3-6

mo.

Birth -

3 mo.

Infant-

Toddler

Collaborates with adult in food

preparation.

Practical Life

Collaboration with

adult in activities of

daily living

•

Infant-

Toddler

Collaborates with adult in cleaning

activities.

Practical Life

Collaboration with

adult in activities of

daily living

•

Infant-

Toddler

Collaborates with adult in setting table

for snack or lunch.

Practical Life

Collaboration with

adult in activities of

daily living

•

Infant-

Toddler

Collaborates with adult in clearing table

after snack or lunch.

Practical Life

Collaboration with

adult in activities of

daily living

•

Infant-

Toddler

Collaborates with adult in sorting and

folding laundry.

Practical Life

Collaboration with

adult in activities of

daily living

•

Infant-

Toddler

Collaborates with adult in pouring water

and juice.

Practical Life

Collaboration with

adult in activities of

daily living

•

Infant-

Toddler

Feeds self with fingers.

Practical Life

Care of self - Eating

•

Infant-

Toddler

Collaborates with adult in feeding self at

weaning table and chair.

Practical Life

Care of self - Eating

•

Infant-

Toddler

Uses a spoon.

Practical Life

Care of self - Eating

•

Infant-

Toddler

Drinks from a teaspoon offered by

adult.

Practical Life

Care of self - Eating

•

Infant-

Toddler

Drinks from a cup.

Practical Life

Care of self - Eating

•

Infant-

Toddler

Can identify (by pointing) various body

parts.

Language

Hearing and

understanding

•

Infant-

Toddler

Can comply with simple requests

containing action and object (Fetch the

toy, hold my hand).

Language

Hearing and

understanding

•

Page 13

Infant-Toddler

Curriculum Element

Area

Lesson/Material

Strand

Montessori Foundation Curriculum Scope and Sequence - Infant Programs: Birth to 18 months

The following developmental milestones and educational goals will normally be met over

the course of a Montessori Infant program for children from birth to 18 months

6-9

mo.

9-12

mo.

12-18

mo.

3-6

mo.

Birth -

3 mo.

Infant-

Toddler

Listens with interest to stories and

rhymes.

Language

Hearing and

understanding

•

Infant-

Toddler

Can identify (by pointing) objects in

pictures and books.

Language

Hearing and

understanding

•

Infant-

Toddler

Constantly increases vocabulary using

new words every month.

Language

Speaking

•

Infant-

Toddler

Uses one- or two-word questions.

Language

Speaking

•

Infant-

Toddler

Strings words together to communicate

more complex ideas (e.g., “More juice”;

“Mommy go”);

Language

Speaking

•

Infant-

Toddler

Uses more consonant sounds at the

beginning of words and enunciates them

more clearly.

Language

Speaking

•

Infant-

Toddler

Uses hands with increasing precision.

Motor

Development

Hand

•

Infant-

Toddler

Stacks different-colored disks on dowels,

sorting by color to further develop hand

control and color-matching skills.

Integrated Eye-

Hand and

Cognitive

Development

Building Skills and

Concepts Using Special

Materials

•

Infant-

Toddler

Stacks different-sized disks on dowels,

sorting by color to further develop hand

control and color-matching skills.

Integrated Eye-

Hand and

Cognitive

Development

Building Skills and

Concepts Using Special

Materials

•

Infant-

Toddler

Places different-sized balls and ellipsoids

on small pegs to explore sizes and

perception of part becoming whole.

Integrated Eye-

Hand and

Cognitive

Development

Building Skills and

Concepts Using Special

Materials

•

Infant-

Toddler

Can identify various body parts (by

pointing).

Language

Hearing and

Understanding

•

Infant-

Toddler

Can comply with simple requests

containing action and object (e.g.,

“Fetch the toy; Hold my hand”).

Language

Hearing and

Understanding

•

Infant-

Toddler

Can identify objects in pictures and

books (by pointing).

Language

Hearing and

Understanding

•

Page 14

Infant-Toddler

Curriculum Element

Area

Lesson/Material

Strand

Montessori Foundation Curriculum Scope and Sequence - Infant Programs: Birth to 18 months

The following developmental milestones and educational goals will normally be met over

the course of a Montessori Infant program for children from birth to 18 months

6-9

mo.

9-12

mo.

12-18

mo.

3-6

mo.

Birth -

3 mo.

Infant-

Toddler

Strings words together to communicate

more complex ideas (e.g., “More juice;

Mommy go”).

Language

Speaking

•

Page 15

Infant-Toddler

Toddler Half-Day Programs nor-

mally run for two or three

hours a day. Full-day programs

extend the day to include time

for an afternoon nap and more

indoor and outdoor activities.

They tend to serve families with

two working parents.

Some programs accept toddlers

from fifteen months and older,

although this lower age range

may vary due to local regula-

tions and the school’s decision

about how it wishes to organize

the program.

Generally, the low end of fifteen months is followed

because by that age, most children are fairly mobile

and have become very independent.

Most toddler programs will begin with a somewhat

older child of eighteen months, or even as old as

twenty-four months. These groups will commonly

include children up to thirty to thirty-six months of

age, at which time children are usually ready to

move into a Montessori three-to-six class.

The typical schedule in a half-day toddler class

might look something like this:

1. Arrival, greeting, storing coat and bag, chang-

ing shoes, choosing work.

2. A work period of 1

/2 to 2 hours.

3. Preparation and serving of a snack.

4. Group singing, finger plays, and movement to

music: this is an activity in which toddlers may

or may not choose to participate.

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212

941-729-9565 • www.montessori.org

Montessori

THE

FOUNDATION

Scope & Sequence

Curriculum

Understanding the Scope

and Sequence Code ...

The Toddler Curriculum

5. Outdoor time: running, climbing, swinging, ex-

ploring nature, sand and water.

6. Dismissal. It is important that children move out

of the toddler program to the next level not ac-

cording to a simple age criteria but when they are

developmentally ready (when they are no longer

challenged in the toddler program and are show-

ing signs of being bored). This normally occurs

at about two years eight months of age.

We strongly recommend four- or five-day programs

rather than offering two- or three-day options. Why? Be-

cause children, in general, and toddlers, in particular,

need consistency and routine. Staff Ratio: In a group of

ten to twelve toddlers, you would normally have a cer-

tified Montessori Infant-Toddler teacher and an assis-

tant. Some states allow a higher adult-to-child ratio.

This small class size and low adult-to-child ratio tends

to make toddler programs more expensive, but, once

again, the quality is well worth the higher cost.

. 2

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212

941-729-9565 • www.montessori.org

How to Read the Code of Dots and Letters Used in the Scope and Sequence:

Montessori does not organize curriculum by the grade level at which topics are to be taught.

We assume that children learn at different paces and learn best in different ways. In most cases,

students in Montessori programs will work on any given skill or concept over several years. We

introduce students to new lessons as soon as they seem to be ready. Likewise, we have a plan

of what Montessori students ought to learn and the age/grade levels at which which we expect

mastery from most students.

Instead of arranging our curriculum by grade level, we organize it by the subsets of concepts

and skills (Strands) and the sequence in which they will be taught. In our Curriculum Scope

and Sequence, to the right of the list of curriculum elements, we use a series of vertical

columns to represent a given span of ages or grades. We use large dots to indicate the age or

grade levels at which we anticipate a given lesson will be presented. Since we do not follow a

grade-by-grade curriculum, the age or grade when a child will actually be ready to begin work

depends on his or her developmental readiness. Our Dot Code is simply a guideline for

Montessori educators.

When viewed in color on a computer, the dots follow a pattern of green, blue, and red, which

is repeated at each Montessori three-year program cycle. The color coding makes it somewhat

easier to see at which age/grade levels we anticipate children will work on concepts or skills.

Normally, students return to work many times over two years or longer before they truly un-

derstand what they have studied and retain it over time.

As you can see by the example above, we expect that the two Math skills shown (items number

25 and 26) will normally be introduced at age four, and we anticipate that children will con-

tinue to work on them over the following year. The “R” shown in the 1st-grade column indi-

cates that we suggest that the teachers ought to review and re-test to see if the child still

understands the concept or skill. In some case the symbol “I” is used to indicate that a child

should be given a first introduction to a concept or skill at a given age/grade level. Students

often work on some concepts and skills over the course of several years.

Curriculum Element

Area

Lesson/Material

Strand

Montessori Foundation Curriculum Scope and Sequence - Toddlers: Age 12 months to 3 Years

The following developmental milestones and educational goals will normally be met over

the course of a Montessori Toddler program for children 12 months to 3 years-old

12-18

mo.

18-24

mo.

24-36

mo.

Infant-

Toddler

Walks holding onto bar or furniture.

Motor

Development

Equilibrium

•

Infant-

Toddler

Walks independently.

Motor

Development

Equilibrium

•

Infant-

Toddler

Coordinates use of both hands working

together.

Motor

Development

Hands

•

Infant-

Toddler

Uses hands for purposeful work.

Motor

Development

Hand

•

Infant-

Toddler

Engages in solitary or parallel play.

Social and

Emotional

Social Interactions

•

Infant-

Toddler

Works with simple puzzles to further develop

eye-hand coordination - three-shape puzzles.

Integrated Eye-

Hand and

Cognitive

Development

Building skills and

concepts using special

materials

•

Infant-

Toddler

Stacks different colored disks on dowels sorting

by color to further develop hand control and

color- matching skills.

Integrated Eye-

Hand and

Cognitive

Development

Building skills and

concepts using special

materials

•

Infant-

Toddler

Stacks different sized disks on dowels sorting

by color to further develop hand control and

color- matching skills.

Integrated Eye-

Hand and

Cognitive

Development

Building skills and

concepts using special

materials

•

Infant-

Toddler

Places disks on horizontal dowels to develop

supinated wrist movement and further develop

eye-hand coordination.

Integrated Eye-

Hand and

Cognitive

Development

Building skills and

concepts using special

materials

•

Infant-

Toddler

Places different sized balls and ellipsoids on

small pegs to explore sizes and perception of

part becoming whole.

Integrated Eye-

Hand and

Cognitive

Development

Building skills and

concepts using special

materials

•

Infant-

Toddler

Works with box with bins to develop various

wrist movements and object permanence.

Integrated Eye-

Hand and

Cognitive

Development

Building skills and

concepts using special

materials

•

Infant-

Toddler

Works with box with sliding lid to develop

wrist movements and object permanence.

Integrated Eye-

Hand and

Cognitive

Development

Building skills and

concepts using special

materials

•

Infant-

Toddler

Explores objects in a number of ways using all

senses (e.g., Treasure Basket; Heuristic Play

Collections.

Cognitive

Development

Exploration

•

Page 1

Infant-Toddler

Curriculum Element

Area

Lesson/Material

Strand

Montessori Foundation Curriculum Scope and Sequence - Toddlers: Age 12 months to 3 Years

The following developmental milestones and educational goals will normally be met over

the course of a Montessori Toddler program for children 12 months to 3 years-old

12-18

mo.

18-24

mo.

24-36

mo.

Infant-

Toddler

Begins to sort mixed collections of objects into

categories.

Cognitive

Development

Concept formation

•

Infant-

Toddler

Walks carrying large and/or heavy objects;

climbs stairs carrying objects in search of

maximum effort.

Motor

Development

Equilibrium

•

Infant-

Toddler

Runs.

Motor

Development

Equilibrium

•

Infant-

Toddler

Kicks a ball.

Motor

Development

Equilibrium

•

Infant-

Toddler

Displays growing awareness of self as separate

from others.

Social and

Emotional

Self-Awareness &

Emotions

•

Infant-

Toddler

Recognizes self in mirror.

Social and

Emotional

Self-Awareness &

Emotions

•

Infant-

Toddler

Refers to self using own name.

Social and

Emotional

Self-Awareness &

Emotions

•

Infant-

Toddler

Imitates behavior of others, including actions in

songs and play activities.

Social and

Emotional

Social Interactions

•

Infant-

Toddler

Enjoys company of other children.

Social and

Emotional

Social Interactions

•

Infant-

Toddler

Matches objects to pictures.

Cognitive

Development

Sorting and matching

•

Infant-

Toddler

Pairs identical pictures.

Cognitive

Development

Sorting and matching

•

Infant-

Toddler

Pairs related pictures.

Cognitive

Development

Sorting and matching

•

Infant-

Toddler

Sorts objects by shape.

Cognitive

Development

Sorting and matching

•

Page 2

Infant-Toddler

Curriculum Element

Area

Lesson/Material

Strand

Montessori Foundation Curriculum Scope and Sequence - Toddlers: Age 12 months to 3 Years

The following developmental milestones and educational goals will normally be met over

the course of a Montessori Toddler program for children 12 months to 3 years-old

12-18

mo.

18-24

mo.

24-36

mo.

Infant-

Toddler

Sorts objects by color.

Cognitive

Development

Sorting and matching

•

Infant-

Toddler

Sorts objects by category (e.g., buttons, animals,

beads, etc.).

Cognitive

Development

Sorting and matching

•

Infant-

Toddler

Collaborates with adult in dishwashing.

Practical Life

Collaboration with

adult in activities of

daily living

•

Infant-

Toddler

Collaborates with adult in flower arranging.

Practical Life

Collaboration with

adult in activities of

daily living

•

Infant-

Toddler

Collaborates with adult in folding activities.

Practical Life

Collaboration with

adult in activities of

daily living

•

Infant-

Toddler

Collaborates with adult in food preparation.

Practical Life

Collaboration with

adult in activities of

daily living

•

Infant-

Toddler

Collaborates with adult in cleaning activities.

Practical Life

Collaboration with

adult in activities of

daily living

•

Infant-

Toddler

Collaborates with adult in setting table for

snack or lunch.

Practical Life

Collaboration with

adult in activities of

daily living

•

Infant-

Toddler

Collaborates with adult in clearing table after

snack or lunch.

Practical Life

Collaboration with

adult in activities of

daily living

•

Infant-

Toddler

Collaborates with adult in sorting and folding

laundry.

Practical Life

Collaboration with

adult in activities of

daily living

•

Infant-

Toddler

Collaborates with adult in pouring water and

juice.

Practical Life

Collaboration with

adult in activities of

daily living

•

Infant-

Toddler

Feeds self with fingers.

Practical Life

Care of self - Eating

•

Infant-

Toddler

Collaborates with adult in feeding self at

weaning table and chair.

Practical Life

Care of self - Eating

•

Page 3

Infant-Toddler

Curriculum Element

Area

Lesson/Material

Strand

Montessori Foundation Curriculum Scope and Sequence - Toddlers: Age 12 months to 3 Years

The following developmental milestones and educational goals will normally be met over

the course of a Montessori Toddler program for children 12 months to 3 years-old

12-18

mo.

18-24

mo.

24-36

mo.

Infant-

Toddler

Uses a spoon.

Practical Life

Care of self - Eating

•

Infant-

Toddler

Drinks from a teaspoon offered by adult.

Practical Life

Care of self - Eating

•

Infant-

Toddler

Drinks from a cup.

Practical Life

Care of self - Eating

•

Infant-

Toddler

Can identify (by pointing) various body parts.

Language

Hearing and

understanding

•

Infant-

Toddler

Can comply with simple requests containing

action and object (Fetch the toy, hold my

hand).

Language

Hearing and

understanding

•

Infant-

Toddler

Listens with interest to stories and rhymes.

Language

Hearing and

understanding

•

Infant-

Toddler

Can identify (by pointing) objects in pictures

and books.

Language

Hearing and

understanding

•

Infant-

Toddler

Constantly increases vocabulary using new

words every month.

Language

Speaking

•

Infant-

Toddler

Uses one- or two-word questions.

Language

Speaking

•

Infant-

Toddler

Strings words together to communicate more

complex ideas (e.g., “More juice”; “Mommy

go”);

Language

Speaking

•

Infant-

Toddler

Uses more consonant sounds at the beginning

of words and enunciates them more clearly.

Language

Speaking

•

Infant-

Toddler

Uses hands with increasing precision.

Motor

Development

Hand

•

Infant-

Toddler

Stacks different-colored disks on dowels,

sorting by color to further develop hand

control and color-matching skills.

Integrated Eye-

Hand and

Cognitive

Development

Building Skills and

Concepts Using Special

Materials

•

Page 4

Infant-Toddler

Curriculum Element

Area

Lesson/Material

Strand

Montessori Foundation Curriculum Scope and Sequence - Toddlers: Age 12 months to 3 Years

The following developmental milestones and educational goals will normally be met over

the course of a Montessori Toddler program for children 12 months to 3 years-old

12-18

mo.

18-24

mo.

24-36

mo.

Infant-

Toddler

Stacks different-sized disks on dowels, sorting

by color to further develop hand control and

color-matching skills.

Integrated Eye-

Hand and

Cognitive

Development

Building Skills and

Concepts Using Special

Materials

•

Infant-

Toddler

Places different-sized balls and ellipsoids on

small pegs to explore sizes and perception of

part becoming whole.

Integrated Eye-

Hand and

Cognitive

Development

Building Skills and

Concepts Using Special

Materials

•

Infant-

Toddler

Can identify various body parts (by pointing).

Language

Hearing and

Understanding

•

Infant-

Toddler

Can comply with simple requests containing

action and object (e.g., “Fetch the toy; Hold my

hand”).

Language

Hearing and

Understanding

•

Infant-

Toddler

Can identify objects in pictures and books (by

pointing).

Language

Hearing and

Understanding

•

Infant-

Toddler

Strings words together to communicate more

complex ideas (e.g., “More juice; Mommy go”).

Language

Speaking

•

Page 5

Infant-Toddler

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212

941-729-9565 • www.montessori.org

Montessori

THE

FOUNDATION

Scope & Sequence

Curriculum

Understanding the Scope

and Sequence Code ...

Developing new skills that will enable us

to live full and productive lives is some-

thing that all of us encounter throughout

the years. It’s not just a process for the

very young.

Competence, independence, willingness to

embrace the challenges of change are, quite

possibly, the most important building blocks

of the Montessori Method. These skills will

enable children to thrive – and not just survive

– in their lives. We can help our children learn

to read, do math, and understand science,

but how can we prepare them for the

changes, life experiences, and new technology

they will face throughout their lifetime, when

we can’t even begin to imagine what the fu-

ture will hold? And so, in Montessori, we pro-

vide opportunities to help our children learn

these skills at the most basic level: Practical

Life.

Shoelaces learn to be tied; however, knots

do happen. Liquids get spilled during

pouring. Spooning exercises might run

amok at the beginning with beans or mar-

bles strewn on the floor. But that’s OK in

a Montessori classroom. It’s not failure;

it’s an opportunity to practice and refine

skills, while taking responsibility for

restoring order and caring for the class-

room environment.

Montessori provides a safe environment

to experiment and learn without fear of

embarrassment or reprimand. The ‘oops

factor’ is an expected, and necessary, part

of the process. As adults, we know how

tempting it is to play it safe and only do

what we know how to do well. It takes

courage and self-confidence to risk the

awkwardness of trying something new:

whether it’s pouring water from a child-

sized pitcher or learning to play tennis as

an adult.

One outcome of Montessori education

for former students is their ongoing will-

ingness to adapt to change, while pursuing

new ideas and new ventures. They under-

stand that it is not always possible to be the

best at everything when they first begin,

but, when they are able to measure their

efforts against their own sense of self, in-

stead of looking for validation from others,

there is a greater internal satisfaction and

joy in their progress and accomplishment.

The Practical Life Curriculum

Practical Life

Curriculum

How to Read the Code of Dots and Letters Used in the Scope and Sequence:

Montessori does not organize curriculum by the grade level at which topics are to be taught.

We assume that children learn at different paces and learn best in different ways. In most cases, students

in Montessori programs will work on any given skill or concept over several years. We introduce

students to new lessons as soon as they seem to be ready. Likewise, we have a plan

of what Montessori students ought to learn and the age/grade levels at which which we expect mastery

from most students.

Instead of arranging our curriculum by grade level, we organize it by the subsets of concepts and skills

(Strands) and the sequence in which they will be taught. In our Curriculum Scope and Sequence, to the

right of the list of curriculum elements, we use a series of vertical columns to represent a given span of

ages or grades. We use large dots to indicate the age or grade levels at which we anticipate a given

lesson will be presented. Since we do not follow a grade-by-grade curriculum, the age or grade when a

child will actually be ready to begin work depends on his or her developmental readiness. Our Dot

Code is simply a guideline for Montessori educators.

When viewed in color on a computer, the dots follow a pattern of green, blue, and red, which is

repeated at each Montessori three-year program cycle. The color coding makes it somewhat easier to

see at which age/grade levels we anticipate children will work on concepts or skills. Normally, students

return to work many times over two years or longer before they truly understand what they have

studied and retain it over time.

As you can see by the example above, we expect that the two Math skills shown (items number

25 and 26) will normally be introduced at age four, and we anticipate that children will con- tinue to

work on them over the following year. The “R” shown in the 1st-grade column indi- cates that we

suggest that the teachers ought to review and re-test to see if the child still understands the concept or

skill. In some case the symbol “I” is used to indicate that a child should be given a first introduction

to a concept or skill at a given age/grade level. Students often work on some concepts and skills over

the course of several years.

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Practical Life

Carries, unrolls, and rolls a rug.

Control of

Movement

Carrying, fetching,

and using essential

classroom items

•

Practical Life

Works on a rug.

Control of

Movement

Carrying, fetching,

and using essential

classroom items

•

Practical Life

Handles delicate objects with care

and precision.

Control of

Movement

Carrying, fetching,

and using essential

classroom items

•

Practical Life

Returns materials to correct place

in environment.

Control of

Movement

Carrying, fetching,

and using essential

classroom items

•

Practical Life

Walks slowly and calmly.

Control of

Movement

Carrying, fetching,

and using essential

classroom items

•

Practical Life

Walks avoiding people and

objects.

Control of

Movement

Carrying, fetching,

and using essential

classroom items

•

Practical Life

Walks carrying a tray with an

object on it without dropping or

spilling contents.

Control of

Movement

Carrying, fetching,

and using essential

classroom items

•

Practical Life

Lifts and puts down a chair

quietly and with control.

Control of

Movement

Carrying, fetching,

and using essential

classroom items

•

Practical Life

Carries a chair carefully without

bumping into people or furniture.

Control of

Movement

Carrying, fetching,

and using essential

classroom items

•

Practical Life

Sits on a chair, upright, with feet

on floor.

Control of

Movement

Carrying, fetching,

and using essential

classroom items

•

Practical Life

Lifts, carries and puts down a

table together with another

person.

Control of

Movement

Carrying, fetching,

and using essential

classroom items

•

Practical Life

Opens and closes a faucet/tap.

Control of

Movement

Carrying, fetching,

and using essential

classroom items

•

Practical Life

Fetches water in a pail.

Control of

Movement

Carrying, fetching,

and using essential

classroom items

Page 1

Practical Life

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Practical Life

Opens and shuts various latches

on frames.

Control of

Movement

Opening and

closing

•

Practical Life

Matches nuts and bolts.

Control of

Movement

Opening and

closing

•

Practical Life

Matches keys and locks.

Control of

Movement

Opening and

closing

•

Practical Life

Opens and closes boxes.

Control of

Movement

Opening and

closing

•

Practical Life

Opens and closes tins and jars.

Control of

Movement

Opening and

closing

•

Practical Life

Opens and closes bottles.

Control of

Movement

Opening and

closing

•

Practical Life

Pours dry ingredients from one

pitcher to another.

Control of

Movement

Pouring,

transferring, and

other basic

movements

•

Practical Life

Pours water between two

identical pitchers.

Control of

Movement

Pouring,

transferring, and

other basic

movements

•

Practical Life

Pours water from one large

pitcher into two smaller identical

pitchers.

Control of

Movement

Pouring,

transferring, and

other basic

movements

•

Practical Life

Pours water from one large

container into two different-sized

containers.

Control of

Movement

Pouring,

transferring, and

other basic

movements

•

Practical Life

Pours water to a specified level in

a graduated container.

Control of

Movement

Pouring,

transferring, and

other basic

movements

•

Practical Life

Pours water through a funnel into

a narrow- necked container.

Control of

Movement

Pouring,

transferring, and

other basic

movements

•

Practical Life

Sieves dry ingredients to separate:

example, rice and flour.

Control of

Movement

Pouring,

transferring, and

other basic

movements

Page 2

Practical Life

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Practical Life

Uses a spoon to transfer dry

ingredients from one container to

another.

Control of

Movement

Pouring,

transferring, and

other basic

movements

•

Practical Life

Uses a spoon to transfer liquid

from one container to another.

Control of

Movement

Pouring,

transferring, and

other basic

movements

•

Practical Life

Transfers water using a baster.

Control of

Movement

Pouring,

transferring, and

other basic

movements

•

Practical Life

Transfers water one drop at a

time using a dropper or pipette.

Control of

Movement

Pouring,

transferring, and

other basic

movements

•

Practical Life

Uses tongs to transfer items from

one container to another.

Control of

Movement

Pouring,

transferring, and

other basic

movements

•

Practical Life

Uses hand whisk to create

bubbles in water and soap

mixture.

Control of

Movement

Pouring,

transferring, and

other basic

movements

•

Practical Life

Hammers using Hammer Boards.

Control of

Movement

Pouring,

transferring, and

other basic

movements

•

Practical Life

Assembles a flashlight.

Control of

Movement

Pouring,

transferring, and

other basic

movements

•

Practical Life

Lifts small items with tweezers:

(example: dry peas) /pincer grip.

Control of

Movement

Fine-motor

skills/dexterity

•

Practical Life

Uses fingers and moves them

individually in various

combinations appropriate to

object being manipulated.

Control of

Movement

Fine-motor

skills/dexterity

•

Practical Life

Uses precise movements of

fingers for various activities.

Control of

Movement

Fine-motor

skills/dexterity

•

Practical Life

Uses precise movements of

fingers to control a pencil for

writing.

Control of

Movement

Fine-motor

skills/dexterity

•

Practical Life

Uses correct pincer grip when

grasping a pencil.

Control of

Movement

Fine-motor

skills/dexterity

Page 3

Practical Life

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Practical Life

Holds scissors correctly and uses

small movements of thumb and

middle fingers to control the

opening and closing of the blades.

Control of

Movement

Fine-motor

skills/dexterity

•

Practical Life

Walks around a maze built from

the Red Rods without touching.

Control of

Movement

Refine movement:

Gross motor

•

Practical Life

Walks around furniture without

bumping.

Control of

Movement

Refine movement:

Gross motor

•

Practical Life

Ascends and descends stairs

safely and gracefully.

Control of

Movement

Refine movement:

Gross motor

•

Practical Life

Opens and shuts all doors and

gates, showing awareness of

safety implications, checking that

all doors and gates are securely

latched when necessary.

Control of

Movement

Refine movement:

open and shut

•

Practical Life

Opens and shuts classroom door.

Control of

Movement

Refine movement:

open and shut

•

Practical Life

Is silent for brief period during

introduction to Silence Game.

Control of

Movement

Refine movement:

Silence

•

Practical Life

Is able to remain silent in relaxed

position.

Control of

Movement

Refine movement:

Silence

•

Practical Life

Is able to be silent in response to

a signal.

Control of

Movement

Refine movement:

Silence

•

Practical Life

Maintains silence, then responds

to name when whispered.

Control of

Movement

Refine movement:

Silence

•

Practical Life

Maintains silence, then acts on

commands given in whisper.

Control of

Movement

Refine movement:

Silence

•

Practical Life

Watches someone work, in

silence, without touching.

Control of

Movement

Refine movement:

Silence

•

Practical Life

Voluntarily chooses to be silent

alone or with a small group.

Control of

Movement

Refine movement:

Silence

Page 4

Practical Life

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Practical Life

Walks on the line.

Control of

Movement

Refine movement:

The line

•

Practical Life

Walks on the line - heel to toe.

Control of

Movement

Refine movement:

The line

•

Practical Life

Walks on the line with hands at

sides.

Control of

Movement

Refine movement:

The line

•

Practical Life

Walks on the line, hands at sides,

head erect.

Control of

Movement

Refine movement:

The line

•

Practical Life

Walks on the line carrying an

object in one hand. (e.g., Pink

Tower cubes).

Control of

Movement

Refine movement:

The line

•

Practical Life

Walks on the line carrying an

object in two hands (e.g., a tray).

Control of

Movement

Refine movement:

The line

•

Practical Life

Walks on the line carrying a bell

without ringing it.

Control of

Movement

Refine movement:

The line

•

Practical Life

Walks on the line carrying a

pendulum without swinging it.

Control of

Movement

Refine movement:

The line

•

Practical Life

Walks on the line carrying a glass

filled to the brim with water.

Control of

Movement

Refine movement:

The line

•

Practical Life

Walks on the line, adjusting

tempo to that of group.

Control of

Movement

Refine movement:

The line

•

Practical Life

Walks on line in step with

rhythms played on an instrument.

Control of

Movement

Refine movement:

The line

•

Practical Life

Walks on a balance beam or low

wall.

Control of

Movement

Refine movement:

The line

•

Practical Life

Makes choices showing an ability

to suppress impulse and follow

guidance.

Control of

Movement

Making choices

Page 5

Practical Life

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Practical Life

Carries bag to cubby.

Care of Person

Preliminary care of

possessions

•

Practical Life

Places own bag in correct cubby.

Care of Person

Preliminary care of

possessions

•

Practical Life

Keeps cubby tidy.

Care of Person

Preliminary care of

possessions

•

Practical Life

Hangs coat on hook or hanger.

Care of Person

Preliminary care of

possessions

•

Practical Life

Packs a lunch box.

Care of Person

Preliminary care of

possessions

•

Practical Life

Pairs and rolls socks.

Care of Person

Preliminary care of

possessions

•

Practical Life

Uses bathroom under

supervision.

Care of Person

Preliminary hygiene

•

Practical Life

Uses bathroom unsupervised.

Care of Person

Preliminary hygiene

•

Practical Life

Lifts seat when using toilet

(boys).

Care of Person

Preliminary hygiene

•

Practical Life

Flushes toilet after use.

Care of Person

Preliminary hygiene

•

Practical Life

Uses toilet paper (judges correct

quantity) and flushes.

Care of Person

Preliminary hygiene

•

Practical Life

Replaces toilet-paper roll when

necessary.

Care of Person

Preliminary hygiene

•

Practical Life

Covers mouth when coughing or

sneezing.

Care of Person

Preliminary hygiene

Page 6

Practical Life

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Practical Life

Washes hands after using the

toilet, handling classroom pet,

gardening, playing outside, and

before preparing food or eating.

Care of Person

Preliminary hygiene

•

Practical Life

Packs a suitcase.

Care of Person

Care of possessions:

additional

•

Practical Life

Polishes shoes.

Care of Person

Care of possessions:

additional

•

Practical Life

Opens and closes Velcro

fastening on Dressing Frame.

Care of Person

Dressing Frames

•

Practical Life

Opens and closes snappers on

Dressing Frame.

Care of Person

Dressing Frames

•

Practical Life

Opens and closes zippers on

Dressing Frame.

Care of Person

Dressing Frames

•

Practical Life

Opens and closes buttons on

Dressing Frame.

Care of Person

Dressing Frames

•

Practical Life

Opens and closes hooks & eyes

on Dressing Frame.

Care of Person

Dressing Frames

•

Practical Life

Opens and closes buckles on

Dressing Frame.

Care of Person

Dressing Frames

•

Practical Life

Unties and ties bows on Dressing

Frame.

Care of Person

Dressing Frames

•

Practical Life

Unties and ties laces on Dressing

Frame.

Care of Person

Dressing Frames

•

Practical Life

Opens and closes safety pins on

Dressing Frame.

Care of Person

Dressing Frames

•

Practical Life

Puts on socks without assistance.

Care of Person

Everyday Dressing

of Oneself

Page 7

Practical Life

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Practical Life

Puts on jacket without assistance.

Care of Person

Everyday Dressing

of Oneself

•

Practical Life

Puts on a sweater without

assistance.

Care of Person

Everyday Dressing

of Oneself

•

Practical Life

Puts on shoes (Velcro or no

fastener) without assistance.

Care of Person

Everyday Dressing

of Oneself

•

Practical Life

Puts on shoes (ties laces) without

assistance.

Care of Person

Everyday Dressing

of Oneself

•

Practical Life

Changes from outside to inside

shoes without assistance.

Care of Person

Everyday Dressing

of Oneself

•

Practical Life

Puts on trousers without

assistance.

Care of Person

Everyday Dressing

of Oneself

•

Practical Life

Puts on an apron without

assistance.

Care of Person

Everyday Dressing

of Oneself

100

•

Practical Life

Puts on gloves and mittens

without assistance.

Care of Person

Dressing

101

•

Practical Life

Manages all own

dressing/changing needs without

assistance.

Care of Person

Dressing

102

•

Practical Life

Helps other children with

dressing/changing needs.

Care of Person

Dressing

103

•

Practical Life

Sensitizes fingers for Sensorial

activities.

Care of Person

Grooming

104

•

Practical Life

Washes own hands and nails, and

applies hand-cream (full activity).

Care of Person

Grooming

105

•

Practical Life

Cares for own nails.

Care of Person

Grooming

Page 8

Practical Life

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

106

•

Practical Life

Brushes and combs own hair.

Care of Person

Grooming

107

•

Practical Life

Braids/plaits nylon cords using

Braiding Activity.

Care of Person

Grooming

108

•

Practical Life

Braids/plaits hair (own, other

child, or hairdresser's dummy).

Care of Person

Grooming

109

•

Practical Life

Uses a clothes brush to remove

lint from coat.

Care of Person

Grooming

110

•

Practical Life

Chooses appropriate clothing for

various types of outings, as is age

appropriate.

Care of Person

Grooming

111

•

Practical Life

Performs manicure on another.

Care of Person

Grooming

112

•

Practical Life

Is aware of and takes pride in

own appearance, appropriate to

circumstance and occasion.

Care of Person

Grooming

113

•

Practical Life

Cleans a wound (minor cut or

graze) on self or another.

Care of Person

First aid

114

•

Practical Life

Puts a Band-Aid™ on a wound

(minor cut or graze on self or

another).

Care of Person

First aid

115

•

Practical Life

Asks for help when caring for an

injured person.

Care of Person

First aid

116

•

Practical Life

Shows empathy and

consideration for an injured

person.

Care of Person

First aid

117

•

Practical Life

Takes temperature using a safety

thermometer.

Care of Person

First aid

118

•

Practical Life

Is aware of dangers of touching

blood; uses latex gloves whenever

helping an injured person.

Care of person

First aid

Page 9

Practical Life

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

119

•

Practical Life

Cares for a bug bite or sting.

Care of Person

First aid

120

•

Practical Life

Brushes own teeth after meals.

Care of Person

Hygiene other

121

•

Practical Life

Displays an understanding of

necessity for hygiene in classroom

and public contexts.

Care of Person

Hygiene other

122

•

Practical Life

Waits to be accompanied by an

adult or much older child before

crossing a street.

Care of Person

Safety: Crossing the

road

123

•

Practical Life

Is able to safely cross a street

unaccompanied.

Care of Person

Safety: Crossing the

road

124

•

Practical Life

Safely escorts younger child

across street.

Care of Person

Safety: Crossing the

road

125

•

Practical Life

Chooses appropriate clothing for

varied weather conditions and

safety considerations when going

out.

Care of Person

Safety: General

safety and security

126

•

Practical Life

Understands and respects school

security protocols.

Care of Person

Safety: General

safety and security

127

•

Practical Life

Displays an awareness of the

dangers inherent in speaking to

strangers.

Care of Person

Safety: General

safety and security

128

•

Practical Life

Applies sunscreen, when

prompted, before going outside.

Care of Person

Safety: Sun sense

129

•

Practical Life

Applies sunscreen, when

unprompted, before going

outside.

Care of Person

Safety: Sun sense

130

•

Practical Life

Wears sun hat or cap when going

outside.

Care of Person

Safety: Sun sense

131

•

Practical Life

Displays an understanding of the

dangers of going out in the sun

without adequate protection.

Care of Person

Safety: Sun sense

Page 10

Practical Life

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

132

•

Practical Life

Uses goggles & gloves, when

appropriate, for safety reasons

when engaging in woodwork and

science projects.

Care of Person

Safety: Tools and

utensils

133

•

Practical Life

Carries a knife, pair of scissors,

pencil, or other sharp object

safely.

Care of Person

Safety: Tools and

utensils

134

•

Practical Life

Passes a knife, pair of scissors,

pencil, or other sharp object

safely.

Care of Person

Safety: Tools and

utensils

135

•

Practical Life

Handles potentially dangerous

objects safely, under age-

appropriate supervision.

Care of Person

Safety: Tools and

utensils

136

•

Practical Life

Sweeps dry beans on tray using

small brush and pan.

Care of

Environment

Preliminary care of

environment

137

•

Practical Life

Dusts an object.

Care of

Environment

Preliminary care of

environment

138

•

Practical Life

Clamps clothespins, using

Clothespin Activity.

Care of

Environment

Preliminary care of

environment

139

•

Practical Life

Folds napkins along lines, using

Folding Activity.

Care of

Environment

Preliminary care of

environment

140

•

Practical Life

Wipes a water spill with a cloth.

Care of

Environment

Preliminary care of

environment

141

•

Practical Life

Squeezes a sponge, using

Sponging Activity.

Care of

Environment

Preliminary care of

environment

142

•

Practical Life

Transfers water, using a Sponging

Activity.

Care of

Environment

Preliminary care of

environment

143

•

Practical Life

Rolls napkins and places in

napkin rings, using Napkin-

Rolling Activity.

Care of

Environment

Preliminary care of

environment

144

•

Practical Life

Sweeps sawdust or beans as

demonstrated.

Care of

Environment

Preliminary care of

environment

Page 11

Practical Life

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

145

•

Practical Life

Folds napkins from laundry and

tidies away.

Care of

Environment

Tidying

146

•

Practical Life

Uses classroom recycling bins

correctly.

Care of

Environment

Tidying

147

•

Practical Life

Hangs a towel on a hook.

Care of

Environment

Tidying

148

•

Practical Life

Folds classroom clothes.

Care of

Environment

Tidying

149

•

Practical Life

Tidies shelves.

Care of

Environment

Tidying

150

•

Practical Life

Opens and closes classroom

curtains and blinds.

Care of

Environment

Tidying

151

•

Practical Life

Empties classroom waste bin.

Care of

Environment

Tidying

152

•

Practical Life

Dusts a shelf.

Care of

Environment

Polishing & dusting

153

•

Practical Life

Polishes wood.

Care of

Environment

Polishing & dusting

154

•

Practical Life

Polishes metals.

Care of

Environment

Polishing & dusting

155

•

Practical Life

Polishes mirror or glass.

Care of

Environment

Polishing & dusting

156

•

Practical Life

Determines appropriate cleaning

materials and methods for

different objects.

Care of

Environment

Polishing & dusting

157

•

Practical Life

Washes crockery (plates, cups,

etc.).

Care of

Environment

Care of dishes and

cooking utensils

Page 12

Practical Life

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

158

•

Practical Life

Washes silverware/cutlery.

Care of

Environment

Care of dishes and

cooking utensils

159

•

Practical Life

Washes glasses.

Care of

Environment

Care of dishes and

cooking utensils

160

•

Practical Life

Washes china.

Care of

Environment

Care of dishes and

cooking utensils

161

•

Practical Life

Washes pots and pans.

Care of

Environment

Care of dishes and

cooking utensils

162

•

Practical Life

Washes mixed dishes.

Care of

Environment

Care of dishes and

cooking utensils

163

•

Practical Life

Sorts silverware/cutlery.

Care of

Environment

Care of dishes and

cooking utensils

164

•

Practical Life

Stacks dishes.

Care of

Environment

Care of dishes and

cooking utensils

165

•

Practical Life

Washes a mixed collection of

dishes.

Care of

Environment

Care of dishes and

cooking utensils

166

•

Practical Life

Washes and dries stainless steel

sink.

Care of

Environment

Care of dishes and

cooking utensils

167

•

Practical Life

Loads, sets, and unloads

dishwasher.

Care of

Environment

Care of dishes and

cooking utensils

168

•

Practical Life

Waters indoor plants.

Care of

Environment

Care of indoor

plants

169

•

Practical Life

Polishes plant leaves.

Care of

Environment

Care of indoor

plants

170

•

Practical Life

Repots indoor plants.

Care of

Environment

Care of indoor

plants

Page 13

Practical Life

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

171

•

Practical Life

Washes a waterproof surface.

Care of

Environment

Care of surfaces

172

•

Practical Life

Mops (dusts) a dry floor.

Care of

Environment

Care of surfaces

173

•

Practical Life

Washes an unpainted

surface/scrubs a table.

Care of

Environment

Care of surfaces

174

•

Practical Life

Washes marks and scuffs from

walls.

Care of

Environment

Care of surfaces

175

•

Practical Life

Erases a chalkboard/white board.

Care of

Environment

Care of surfaces

176

•

Practical Life

Empties carpet sweeper.

Care of

Environment

Care of surfaces

177

•

Practical Life

Wipes a large water spill, wringing

cloth into pail.

Care of

Environment

Care of surfaces

178

•

Practical Life

Sweeps classroom floor when

necessary.

Care of

Environment

Care of surfaces

179

•

Practical Life

Washes a vinyl floor.

Care of

Environment

Care of surfaces

180

•

Practical Life

Mops a wet floor.

Care of

Environment

Care of surfaces

181

•

Practical Life

Sweeps carpet with carpet

sweeper.

Care of

Environment

Care of surfaces

182

•

Practical Life

Vacuums carpet.

Care of

Environment

Care of surfaces

183

•

Practical Life

Washes a glass surface.

Care of

Environment

Care of surfaces

Page 14

Practical Life

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

184

•

Practical Life

Wipes feet on doormat when

entering a building.

Care of

Environment

Care of surfaces

185

•

Practical Life

Uses a shoe scraper.

Care of

Environment

Care of surfaces

186

•

Practical Life

Arranges flowers for classroom.

Care of

Environment

Decorating

187

•

Practical Life

Cuts flowers for arranging.

Care of

Environment

Decorating

188

•

Practical Life

Hangs wall decorations (pictures,

clock, etc.).

Care of

Environment

Decorating

189

•

Practical Life

Sorts and folds mixed, dry

laundry, and returns to correct

places in classroom.

Care of

Environment

Laundry

190

•

Practical Life

Hangs wet towels and cloths out

to dry.

Care of

Environment

Laundry

191

•

Practical Life

Hand-washes classroom cloths.

Care of

Environment

Laundry

192

•

Practical Life

Sorts classroom cloths for

washing.

Care of

Environment

Laundry

193

•

Practical Life

Washes classroom cloths in

machine.

Care of

Environment

Laundry

194

•

Practical Life

Rinses clothes that have been

washed.

Care of

Environment

Laundry

195

•

Practical Life

Hangs washed items out to dry.

Care of

Environment

Laundry

196

•

Practical Life

Irons cloths.

Care of

Environment

Laundry

Page 15

Practical Life

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

197

•

Practical Life

Helps to care for classroom pets.

Care of

Environment

Care of animal

198

•

Practical Life

Holds classroom pet

appropriately.

Care of

Environment

Care of animal

199

•

Practical Life

Provides fresh water for

classroom pet.

Care of

Environment

Care of animal

200

•

Practical Life

Feeds classroom pets.

Care of

Environment

Care of animal

201

•

Practical Life

Picks up playground toys and

stores correctly.

Care of

Environment

Care of playground

toys

202

•

Practical Life

Cleans playground toys and other

equipment.

Care of

Environment

Care of playground

toys

203

•

Practical Life

Notices and alerts staff when

playground equipment needs

repair.

Care of

Environment

Care of playground

toys

204

•

Practical Life

Fills bird feeder.

Care of

Environment

Care of wildlife

205

•

Practical Life

Fills birdbath.

Care of

Environment

Care of wildlife

206

•

Practical Life

Cleans birdbath.

Care of

Environment

Care of wildlife

207

•

Practical Life

Digs garden beds.

Care of

Environment

Gardening

208

•

Practical Life

Waters the garden using a

watering can - demarcated area.

Care of

Environment

Gardening

209

•

Practical Life

Spreads mulch in garden.

Care of

Environment

Gardening

Page 16

Practical Life

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

210

•

Practical Life

Harvests fruit or vegetable crops

as indicated by adult or older

child.

Care of

Environment

Gardening

211

•

Practical Life

Hoes garden beds.

Care of

Environment

Gardening

212

•

Practical Life

Prepares soil for planting.

Care of

Environment

Gardening

213

•

Practical Life

Plants seedlings in small garden

beds.

Care of

Environment

Gardening

214

•

Practical Life

Plants seeds in small garden beds.

Care of

Environment

Gardening

215

•

Practical Life

Rakes lawn or beds.

Care of

Environment

Gardening

216

•

Practical Life

Removes weeds identified by

adult or older child.

Care of

Environment

Gardening

217

•

Practical Life

Picks up litter, discerning what is

litter, and appropriate disposal.

Care of

Environment

Gardening

218

•

Practical Life

Sweeps outside spaces (e.g.,

pathways or deck).

Care of

Environment

Gardening

219

•

Practical Life

Pushes a wheel barrow containing

garden waste.

Care of

Environment

Gardening

220

•

Practical Life

Waters the garden using a

watering can - unlimited area.

Care of

Environment

Gardening

221

•

Practical Life

Harvests fruit or vegetable crops

from garden, displaying

understanding of when

fruits/vegetables are ripe.

Care of

Environment

Gardening

222

•

Practical Life

Waters the garden using a hose

pipe - demarcated area.

Care of

Environment

Gardening

Page 17

Practical Life

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

223

•

Practical Life

Waters the garden as required,

displaying judgment as to water

needs of various plants.

Care of

Environment

Gardening

224

•

Practical Life

Identifies weeds and alien plants

in school garden and understands

why they are a problem.

Care of

Environment

Gardening

225

•

Practical Life

Verbalizes (and follows)

fundamental safety rules

regarding eating of plants: “Don’t

eat any plant material unless you

know exactly what it is and have

been told by an adult that it is

safe to eat.”

Care of

Environment

Names and use of

plants & animals in

garden

226

•

Practical Life

Identifies herbs in school garden

and understands their use.

Care of

Environment

Names and use of

plants & animals in

garden

227

•

Practical Life

Identifies other plants in school

garden and understands their use.

Care of

Environment

Names and use of

plants & animals in

garden

228

•

Practical Life

Identifies fruits and vegetables in

school garden and understands

their use.

Care of

Environment

Names and use of

plants & animals in

garden

229

•

Practical Life

Identifies various insects found in

school garden and understands

their role.

Care of

Environment

Names and use of

plants & animals in

garden

230

•

Practical Life

Identifies indigenous plants in the

school garden and understands

how to preserve them.

Care of

Environment

Names and use of

plants & animals in

garden

231

•

Practical Life

Handles books carefully, turning

pages in a way that will not cause

damage.

Classroom Skills

Library and media

232

•

Practical Life

Arranges books neatly on shelf.

Classroom Skills

Library and media

233

•

Practical Life

Returns book to shelf, moving

other books in order to replace it.

Classroom Skills

Library and media

234

•

Practical Life

Handles CDs and DVDs

carefully, not touching surface.

Classroom Skills

Library and media

235

•

Practical Life

Plays CDs and DVDs.

Classroom Skills

Library and media

Page 18

Practical Life

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

236

•

Practical Life

Arranges books on the shelf:

according to Dewey, alphabetical,

or some other classification.

Classroom Skills

Library and media

237

•

Practical Life

Sharpens pencils when necessary.

Classroom Skills

Materials and

stationery

238

•

Practical Life

Handles scissors effectively and

safely.

Classroom Skills

Materials and

stationery

239

•

Practical Life

Uses paper clips or bulldog clips

effectively and appropriately.

Classroom Skills

Materials and

stationery

240

•

Practical Life

Uses a stapler effectively and

appropriately.

Classroom Skills

Materials and

stationery

241

•

Practical Life

Uses tape effectively and

appropriately.

Classroom Skills

Materials and

stationery

242

•

Practical Life

Uses glue or paste effectively and

appropriately.

Classroom Skills

Materials and

stationery

243

•

Practical Life

Puts a rubber band around a

stack of cards.

Classroom Skills

Materials and

stationery

244

•

Practical Life

Refills stapler.

Classroom Skills

Materials and

stationery

245

•

Practical Life

Sets table for informal

meal/snack.

Meals and Food

Preparation

Classroom snack or

lunch

246

•

Practical Life

Follows procedures for individual

snack.

Meals and Food

Preparation

Classroom snack or

lunch

247

•

Practical Life

Washes hands before preparing

food.

Meals and Food

Preparation

Classroom snack or

lunch

248

•

Practical Life

Follows procedures for group

snack.

Meals and Food

Preparation

Classroom snack or

lunch

Page 19

Practical Life

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

249

•

Practical Life

Uses a quiet voice when

appropriate.

Grace and

Courtesy

Courtesy: General

250

•

Practical Life

Makes eye contact when speaking

to someone.

Grace and

Courtesy

Courtesy: General

251

•

Practical Life

Uses appropriate language when

passing another in a doorway.

Grace and

Courtesy

Courtesy: General

252

•

Practical Life

Uses appropriate language when

asking for a turn.

Grace and

Courtesy

Courtesy: General

253

•

Practical Life

Uses appropriate language when

asking for something to be

passed.

Grace and

Courtesy

Courtesy: General

254

•

Practical Life

Waits for turn in various

circumstances.

Grace and

Courtesy

Courtesy: General

255

•

Practical Life

Makes a request using “please.”

Grace and

Courtesy

Courtesy: General

256

•

Practical Life

Politely refuses an offer.

Grace and

Courtesy

Courtesy: General

257

•

Practical Life

Accepts “no” graciously when

appropriate.

Grace and

Courtesy

Courtesy: General

258

•

Practical Life

Picks something up for someone.

Grace and

Courtesy

Courtesy: General

259

•

Practical Life

Asks for an item.

Grace and

Courtesy

Courtesy: General

260

•

Practical Life

Asks to borrow something.

Grace and

Courtesy

Courtesy: General

261

•

Practical Life

Gives way to another in a

doorway.

Grace and

Courtesy

Courtesy: General

Page 20

Practical Life

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

262

•

Practical Life

Holds a door to let someone

pass.

Grace and

Courtesy

Courtesy: General

263

•

Practical Life

Knocks on a door before

entering.

Grace and

Courtesy

Courtesy: General

264

•

Practical Life

Walks around a group.

Grace and

Courtesy

Courtesy: General

265

•

Practical Life

Covers mouth when yawning.

Grace and

Courtesy

Courtesy: General

266

•

Practical Life

Apologizes or expresses regret

when appropriate.

Grace and

Courtesy

Courtesy: General

267

•

Practical Life

Asks someone to pass something.

Grace and

Courtesy

Courtesy: General

268

•

Practical Life

Displays respect for others’

workspace.

Grace and

Courtesy

Courtesy: General

269

•

Practical Life

Asks for assistance when

appropriate.

Grace and

Courtesy

Courtesy: General

270

•

Practical Life

Writes informal notes in

appropriate contexts.

Grace and

Courtesy

Courtesy: General

271

•

Practical Life

Displays polite assertiveness

when disagreeing with another

person.

Grace and

Courtesy

Courtesy: General

272

•

Practical Life

Expresses gratitude beyond ritual

“thank you.”

Grace and

Courtesy

Courtesy: General

273

•

Practical Life

Expresses needs clearly and

assertively.

Grace and

Courtesy

Courtesy: General

274

•

Practical Life

Owns responsibility and

expresses regret.

Grace and

Courtesy

Courtesy: General

Page 21

Practical Life

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

275

•

Practical Life

Expresses own feelings.

Grace and

Courtesy

Courtesy: General

276

•

Practical Life

Shakes hands in greeting.

Grace and

Courtesy

Greeting and

introductions

277

•

Practical Life

Judges when to use formal or

informal greeting.

Grace and

Courtesy

Greeting and

introductions

278

•

Practical Life

Welcomes a guest.

Grace and

Courtesy

Greeting and

introductions

279

•

Practical Life

Introduces self to visitor or new

child.

Grace and

Courtesy

Greeting and

introductions

280

•

Practical Life

Introduces others.

Grace and

Courtesy

Greeting and

introductions

281

•

Practical Life

Remembers name of newly

introduced person.

Grace and

Courtesy

Greeting and

introductions

282

•

Practical Life

Knows names of children in

class.

Grace and

Courtesy

Greeting and

introductions

283

•

Practical Life

Displays spontaneous sharing.

Grace and

Courtesy

Altruism, kindness,

consideration

284

•

Practical Life

Encourages another child or

adult.

Grace and

Courtesy

Altruism, kindness,

consideration

285

•

Practical Life

Compliments another child or

adult.

Grace and

Courtesy

Altruism, kindness,

consideration

286

•

Practical Life

Deals with meanness or conflict

assertively and politely.

Grace and

Courtesy

Altruism, kindness,

consideration

287

•

Practical Life

Avoids hurting feelings.

Grace and

Courtesy

Altruism, kindness,

consideration

Page 22

Practical Life

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

288

•

Practical Life

Responds appropriately to

invitation to join a group.

Grace and

Courtesy

Etiquette in a group

289

•

Practical Life

Joins a group quietly without

interrupting.

Grace and

Courtesy

Etiquette in a group

290

•

Practical Life

Interrupts politely and when

necessary.

Grace and

Courtesy

Etiquette in a group

291

•

Practical Life

Asks permission to join a group.

Grace and

Courtesy

Etiquette in a group

292

•

Practical Life

Sits in group.

Grace and

Courtesy

Etiquette in a group

293

•

Practical Life

Asks to be excused.

Grace and

Courtesy

Etiquette in a group

294

•

Practical Life

Asks to speak, or waits for turn to

speak, as appropriate to context.

Grace and

Courtesy

Etiquette in a group

295

•

Practical Life

Listens with respect while others

speak.

Grace and

Courtesy

Etiquette in a group

296

•

Practical Life

Replies appropriately to others in

a group.

Grace and

Courtesy

Etiquette in a group

297

•

Practical Life

Shares ideas and feelings as

appropriate.

Grace and

Courtesy

Etiquette in a group

298

•

Practical Life

Demonstrates a sensibility to

individual and cultural

differences.

Grace and

Courtesy

Etiquette in a group

299

•

Practical Life

Stands in a queue.

Grace and

Courtesy

Etiquette in a group

300

•

Practical Life

Stops to listen when bell

rings/announcement made.

Grace and

Courtesy

Etiquette in a group

Page 23

Practical Life

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

301

•

Practical Life

Participates in conflict resolution

processes.

Grace and

Courtesy

Etiquette in a group

302

•

Practical Life

Makes requests.

Grace and

Courtesy

Etiquette in a group

303

•

Practical Life

Participates in discussion.

Grace and

Courtesy

Etiquette in a group

304

•

Practical Life

Questions new suggestions.

Grace and

Courtesy

Etiquette in a group

305

•

Practical Life

Waits for everyone to be seated at

mealtime.

Grace and

Courtesy

Etiquette: Meals

306

•

Practical Life

Folds crumbs into a napkin.

Grace and

Courtesy

Etiquette: Meals

307

•

Practical Life

Cleans own place before leaving

the table.

Grace and

Courtesy

Etiquette: Meals

308

•

Practical Life

Conducts pleasant conversation

at table.

Grace and

Courtesy

Etiquette: Meals

309

•

Practical Life

Cleans a spill at table.

Grace and

Courtesy

Etiquette: Meals

310

•

Practical Life

Offers food to another.

Grace and

Courtesy

Etiquette: Meals

311

•

Practical Life

Politely asks for food to be

passed.

Grace and

Courtesy

Etiquette: Meals

312

•

Practical Life

Politely refuses an offer of food.

Grace and

Courtesy

Etiquette: Meals

313

•

Practical Life

Asks to be excused from table.

Grace and

Courtesy

Etiquette: Meals

Page 24

Practical Life

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

314

•

Practical Life

Chews with mouth closed while

eating.

Grace and

Courtesy

Etiquette: Meals

315

•

Practical Life

Serves others at mealtime.

Grace and

Courtesy

Etiquette: Meals

316

•

Practical Life

Waits for turn and helps self in

buffet queue.

Grace and

Courtesy

Etiquette: Meals

317

•

Practical Life

Actively participates in

maintenance of outdoor play and

sports areas and equipment.

Care of

Environment

Care of playground

and sports

equipment

318

•

Practical Life

Collaborates with staff in

planning and implementing

protocols for playground safety.

Care of

Environment

Care of playground

and sports

equipment

319

•

Practical Life

Utilizes a variety of tools and

skills to actively participate in

maintenance of furnishings in

classroom.

Care of

Environment

Care of classroom

320

•

Practical Life

Utilizes a variety of tools and

skills to finish new furniture by

sanding and applying appropriate

finishes.

Care of

Environment

Care of classroom

321

•

Practical Life

Actively participates in

maintaining floor surfaces by

using appropriate methods.

Care of

Environment

Care of classroom

322

•

Practical Life

Actively participates in using a

washing machine and tumble

dryer to maintain classroom

items.

Care of

Environment

Care of classroom

323

•

Practical Life

Actively participates in sanitizing

dishes or loading and operating a

dishwasher.

Care of

Environment

Care of classroom

324

•

Practical Life

Utilizes a variety of tools and

skills to actively participate in

maintenance of the classroom

materials on the shelves.

Care of

Environment

Care of classroom

325

•

Practical Life

Actively participates in

monitoring personal property and

classroom property for neatness.

Care of

Environment

Care of classroom

326

•

Practical Life

Actively participates in

maintaining community supplies.

Care of

Environment

Care of classroom

Page 25

Practical Life

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

327

•

Practical Life

Actively participates in

conserving the classroom

materials, such as paper, water,

and so on.

Care of

Environment

Care of classroom

328

•

Practical Life

Uses a variety of skills to maintain

classroom computers.

Care of

Environment

Care of classroom

329

•

Practical Life

Actively participates in caring for

domestic or non-domestic

animals if appropriate.

Care of

Environment

Care of classroom

330

•

Practical Life

Actively participates in caring for

indoor plants.

Care of

Environment

Care of classroom

331

•

Practical Life

Actively participates in arranging

flowers for the classroom.

Care of

Environment

Care of classroom

332

•

Practical Life

Uses a variety of tools and skills

to actively participate in caring for

the outside areas of the

classroom.

Care of

Environment

Care of outdoor

environment

333

•

Practical Life

Uses a variety of tools and skills

to actively participate in caring for

the school campus.

Care of

Environment

Care of outdoor

environment

334

•

Practical Life

Actively participates in the

planting of a vegetable garden.

Care of

Environment

Care of outdoor

environment

335

•

Practical Life

Actively participates in the

planting of a wildlife-friendly

garden.

Care of

Environment

Care of outdoor

environment

336

•

Practical Life

Actively participates in the

maintenance of classroom

gardens.

Care of

Environment

Care of outdoor

environment

337

•

Practical Life

Actively participates in harvesting

of vegetables from classroom

garden.

Care of

Environment

Care of outdoor

environment

338

•

Practical Life

Uses a knowledge of organic and

sustainable agriculture practices

to maintain gardens.

Care of

Environment

Care of outdoor

environment

339

•

Practical Life

Understands the dangers of using

electrical implements and handles

electrical tools and implements

safely - while under adult

supervision.

Personal

Responsibility

Safety: General

safety and security

Page 26

Practical Life

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

340

•

Practical Life

Is aware of, and applies, safety

protocols when using the internet

as per school policy.

Personal

Responsibility

Safety: General

safety and security

341

•

Practical Life

Participates in activities that

pertain to personal grooming and

hygiene.

Personal

Responsibility

Personal Grooming

342

•

Practical Life

Actively participates in

maintaining clothing through

proper hanging, brushing,

mending, hemming, button

sewing, shoe cleaning, and

polishing.

Personal

Responsibility

Care of possessions

343

•

Practical Life

Uses a pattern and cloth to make

items by hand or by sewing

machine.

Personal

Responsibility

Care of possessions

344

•

Practical Life

Is able to take care of different

fabrics and understands how to

remove stains.

Personal

Responsibility

Care of possessions

345

•

Practical Life

Understands that different social

events have different dress

expectations and is able to chose

appropriate clothing for these

occasions.

Personal

Responsibility

Care of possessions

346

•

Practical Life

Is able to pack appropriately for a

trip.

Personal

Responsibility

Care of possessions

347

•

Practical Life

Is able to perform advanced first-

aid techniques.

Personal

Responsibility

Care of possessions

348

•

Practical Life

Manages an allowance through a

budget.

Personal

Responsibility

Care of possessions

349

•

Practical Life

Catalogues new books and

assigns appropriate reference

number /classification.

Classroom

Skills: Library &

Media

Practical application

Library skills

350

•

Practical Life

Dines at restaurant, displaying

appropriate manners and

protocols: orders meal

respectfully, maintains decorum

in the setting.

Going Out

Going Out: Formal

meal at Restaurant

351

•

Practical Life

Researches and practices

culturally appropriate etiquette

for formal meal setting.

Going Out

Going Out: Formal

meal

Page 27

Practical Life

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

352

•

Practical Life

Plans a trip for a small group.

Going Out

353

•

Practical Life

Uses a street map to find

destination.

Going Out

354

•

Practical Life

Uses GPS coordinates to find

destination.

Going Out

355

•

Practical Life

Uses GPS to find destination

from address.

Going Out

356

•

Practical Life

Phones to book an appointment

in relation to the trip.

Going Out

357

•

Practical Life

Leaves a message for person to

return call.

Going Out

358

•

Practical Life

Arranges an appropriate time and

date.

Going Out

359

•

Practical Life

Arranges transport in accordance

with school’s protocols.

Going Out

360

•

Practical Life

Arranges for necessary

indemnities from parents.

Going Out

361

•

Practical Life

Makes a list of all requirements.

Going Out

362

•

Practical Life

Calculates costs and arranges

funds in accordance with school

protocols.

Going Out

363

•

Practical Life

Arranges a small gift for host if

appropriate.

Going Out

364

•

Practical Life

Thanks host after trip.

Going Out

Page 28

Practical Life

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

365

•

Practical Life

Advises all participants of

pertinent facts, protocols, safety

issues, and expected behavior

during trip.

Going Out

366

•

Practical Life

Arranges for chaperone where

appropriate.

Going Out

367

•

Practical Life

Takes part in trip planned by

another person.

Going Out

368

•

Practical Life

Draws up an emergency plan in

respect of trip.

Going Out

369

•

Practical Life

Is able to use and maintain a

variety of kitchen appliances.

Meals and Food

Prep

Practical

application: Kitchen

appliances

370

•

Practical Life

Plans meals with an

understanding of a balanced diet.

Meals and Food

Prep

Practical

application:

Cooking skills

371

•

Practical Life

Plans different menus for

breakfast, lunch, dinner, and

special occasions and holidays.

Meals and Food

Prep

Practical

application:

Cooking skills

372

•

Practical Life

Follows recipes for food

preparation.

Meals and Food

Prep

Practical

application:

Cooking skills

373

•

Practical Life

Develops a knowledge of

different ingredients, such as the

different varieties of flour, herbs,

and seasonings.

Meals and Food

Prep

Practical

application:

Cooking skills

374

•

Practical Life

Reads food labels and

understands the significance of

the different line items.

Meals and Food

Prep

Practical

application:

Cooking skills

375

•

Practical Life

Prepares a grocery shopping list.

Meals and Food

Prep

Practical

application:

Cooking skills

376

•

Practical Life

Measures accurately in both liquid

and dry ingredients, using

appropriate measuring tools.

Meals and Food

Prep

Practical

application:

Cooking skills

377

•

Practical Life

Sets up appropriately for a casual

snack or lunch.

Meals and Food

Prep

Practical

application:

Cooking skills

Page 29

Practical Life

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

378

•

Practical Life

Sets up appropriately for a formal

meal.

Meals and Food

Prep

Practical

application:

Cooking skills

379

•

Practical Life

Serves people appropriately in

either a formal or informal

manner.

Meals and Food

Prep

Practical

application:

Cooking skills

380

•

Practical Life

Cleans up appropriately after

food preparation and meals.

Meals and Food

Prep

Practical

application:

Cooking skills

381

•

Practical Life

Prepares a picnic basket for self

and one or two others.

Meals and Food

Prep

Practical

application:

Cooking skills

382

•

Practical Life

Plans, budgets, and prepares

picnic for groups.

Meals and Food

Prep

Practical

application:

Cooking skills

383

•

Practical Life

Plans, budgets, and prepares tea

party for groups.

Meals and Food

Prep

Practical

application:

Cooking skills

384

•

Practical Life

Adapts quantities in recipes to

increase or decrease number of

servings in a recipe.

Meals and Food

Prep

Practical

application:

Measuring

385

•

Practical Life

Demonstrates belief in

democratic process.

Social Skills

Etiquette in a

group: Meetings

386

•

Practical Life

Initiates group discussions.

Social Skills

Etiquette in a

group: Meetings

387

•

Practical Life

Chairs a meeting according to

method being used.

Social Skills

Etiquette in a

group: Meetings

388

•

Practical Life

Follows rules of order depending

on method being used.

Social Skills

Etiquette in a

group: Meetings

389

•

Practical Life

Records minutes of meeting/acts

as scribe - informal notes.

Social Skills

Etiquette in a

group: Meetings

390

•

Practical Life

Records minutes of meeting/acts

as scribe - formal minutes.

Social Skills

Etiquette in a

group: Meetings

Page 30

Practical Life

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

391

•

Practical Life

Acts as time-keeper for meeting.

Social Skills

Etiquette in a

group: Meetings

392

•

Practical Life

Draws up a meeting agenda.

Social Skills

Etiquette in a

group: Meetings

393

•

Practical Life

Suggests agenda items.

Social Skills

Etiquette in a

group: Meetings

394

•

Practical Life

Votes on matters in meeting.

Social Skills

Etiquette in a

group: Meetings

395

•

Practical Life

Represents class in whole-school

meetings.

Social Skills

Etiquette in a

group: Meetings

396

•

Practical Life

Raises points of order.

Social Skills

Etiquette in a

group: Meetings

397

•

Practical Life

Considers and suggests

amendments to procedures.

Social Skills

Etiquette in a

group: Meetings

398

•

Practical Life

Participates in formulating

classroom and school rules /

guidelines and protocols.

Social Skills

Etiquette in a

group: Meetings

399

•

Practical Life

Addresses chair in formal

meeting.

Social Skills

Etiquette in a

group: Meetings

400

•

Practical Life

Makes responsible choices in

varied contexts.

Social Skills

Intrapersonal

development

401

•

Practical Life

Accepts responsibility for own

behavior.

Social Skills

Intrapersonal

development

402

•

Practical Life

Explains role of planning in

solving problems.

Social Skills

Intrapersonal

development

403

•

Practical Life

Facilitates conflict-resolution

processes.

Social Skills

Intrapersonal

development

Page 31

Practical Life

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

404

•

Practical Life

Participates as an audience

member with respect and

courtesy.

Social Skills

Intrapersonal

development

405

•

Practical Life

Actively participates in upholding

the classroom contract and

encouraging others to do so.

Social Skills

Intrapersonal

development

406

•

Practical Life

Actively participates in own work

plan and develops according to

teacher guidance and own self-

interests.

Social Skills

Intrapersonal

development

407

•

Practical Life

Prioritizes time wisely to meet

own and others' needs.

Social Skills

Intrapersonal

development

408

•

Practical Life

Displays self-reliance when

working independently.

Social Skills

Intrapersonal

development

409

•

Practical Life

Follows through on

commitments towards both work

and others.

Social Skills

Intrapersonal

development

410

•

Practical Life

Shows satisfaction in meaningful

work.

Social Skills

Intrapersonal

development

411

•

Practical Life

Respectfully justifies choices

made in various contexts.

Social Skills

Intrapersonal

development

412

•

Practical Life

Uses an objective approach

towards problem solving.

Social Skills

Intrapersonal

development

413

•

Practical Life

Actively participates as a positive

team player in small- or large-

group settings.

Social Skills

Intrapersonal

development

414

•

Practical Life

Displays a commitment to ethical

behavior.

Social Skills

Intrapersonal

development

415

•

Practical Life

Positively influences others

behavior.

Social Skills

Intrapersonal

development

416

•

Practical Life

Is able to reserve judgment about

others no matter the

circumstance.

Social Skills

Intrapersonal

development

Page 32

Practical Life

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

417

•

Practical Life

Is able to change mind in light of

new information.

Social Skills

Intrapersonal

development

418

•

Practical Life

Is able to work within expected

guidelines and does so

appropriately.

Time

Management

Development of

organizational skills

419

•

Practical Life

Is able to follow through on

directions given one on one.

Time

Management

Development of

organizational skills

420

•

Practical Life

Is able to follow through on

directions given in a group.

Time

Management

Development of

organizational skills

421

•

Practical Life

Is able to work on a short-term

project and successfully complete

the task, either individually or in a

group.

Time

Management

Development of

organizational skills

422

•

Practical Life

Is able to work on a long-term

project and successful complete

the task, either individually or in a

group.

Time

Management

Development of

organizational skills

423

•

Practical Life

Is able to design a project,

develop outcomes, and follow

through appropriately.

Time

Management

Development of

organizational skills

424

•

Practical Life

Is able to work independently and

plan entire week without any

teacher direction.

Time

Management

Development of

organizational skills

425

•

Practical Life

Is able to work successfully and

independently after meeting with

teacher and having been given the

exit outcomes for all subjects for

the semester.

Time

Management

Development of

organizational skills

426

•

Practical Life

Participates in the development

of a business strategy to establish

a small business.

How to Run a

Business

Development of

business acumen

427

•

Practical Life

Participates in the decision-

making process regarding how

profits might be used.

How to Run a

Business

Development of

business acumen

428

•

Practical Life

Participates in the development

of a budget for a small business.

How to Run a

Business

Development of

business acumen

429

•

Practical Life

Participates in purchasing or

developing products for a small

business.

How to Run a

Business

Development of

business acumen

Page 33

Practical Life

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

430

•

Practical Life

Participates in the day-to-day

operations of the business.

How to Run a

Business

Development of

business acumen

431

•

Practical Life

Participates in the reconciliation

of account for the business.

How to Run a

Business

Development of

business acumen

Page 34

Practical Life

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212

941-729-9565 • www.montessori.org

Montessori

THE

FOUNDATION

The Sensorial Curriculum

Scope & Sequence

Curriculum

Understanding the Scope

and Sequence Code ...

A child interacts with the physical world

through her senses. From birth, she will look,

listen, touch, taste, pick up, manipulate, and

smell almost anything that comes into her

grasp. At first, everything goes into the mouth.

Gradually, she begins to explore each object’s

weight, texture, and temperature. She may

watch something that catches her attention,

such as a butterfly, with infinite patience.

The Sensorial curriculum is designed to help

children focus their attention more carefully

on the physical world, exploring with each of

their senses the subtle variations in the prop-

erties of objects. At first, children may simply

be asked to sort among a prepared series of

objects that vary by only one aspect, such as

height, length, or width. Other exercises chal-

lenge them to find identical pairs or focus on

very different physical properties, such as

aroma, taste, weight, shades of color, temper-

ature, or sound. These exercises are essen-

tially puzzles, and they tend to fascinate

children, because they are just difficult

enough to represent a meaningful challenge.

Each has a built-in control of error that allows

children who are observant to check their own

work. The Sensorial exercises include lessons

in vocabulary, as the children master the

names of everything from sophisticated plane

and solid geometric figures to the parts of fa-

miliar plants and animals. As the Inuit people

of the Arctic demonstrate to us with their

many different words for snow, we observe

that, as the children learn the correct names

for things, the objects themselves take on

meaning and reality as the children learn to

recognize and name them.

Why is it so important to educate the young

child’s senses? We certainly don’t believe that

we can improve a child’s hearing or sight

through training. However, we can help chil-

dren to pay attention, to focus their aware-

ness, and to learn how to observe and

consider what comes into their experience. In

a way, the Sensorial curriculum accomplishes

something like a course in wine tasting or

music appreciation; one learns to taste, smell,

or hear what is experienced with a much

deeper awareness and appreciation. These ex-

ercises can help children understand and ap-

preciate their world more fully.

. 2

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212

941-729-9565 • www.montessori.org

How to Read the Code of Dots and Letters Used in the Scope and Sequence:

Montessori does not organize curriculum by the grade level at which topics are to be taught.

We assume that children learn at different paces and learn best in different ways. In most cases,

students in Montessori programs will work on any given skill or concept over several years. We

introduce students to new lessons as soon as they seem to be ready. Likewise, we have a plan

of what Montessori students ought to learn and the age/grade levels at which which we expect

mastery from most students.

Instead of arranging our curriculum by grade level, we organize it by the subsets of concepts

and skills (Strands) and the sequence in which they will be taught. In our Curriculum Scope

and Sequence, to the right of the list of curriculum elements, we use a series of vertical

columns to represent a given span of ages or grades. We use large dots to indicate the age or

grade levels at which we anticipate a given lesson will be presented. Since we do not follow a

grade-by-grade curriculum, the age or grade when a child will actually be ready to begin work

depends on his or her developmental readiness. Our Dot Code is simply a guideline for

Montessori educators.

When viewed in color on a computer, the dots follow a pattern of green, blue, and red, which

is repeated at each Montessori three-year program cycle. The color coding makes it somewhat

easier to see at which age/grade levels we anticipate children will work on concepts or skills.

Normally, students return to work many times over two years or longer before they truly un-

derstand what they have studied and retain it over time.

As you can see by the example above, we expect that the two Math skills shown (items number

25 and 26) will normally be introduced at age four, and we anticipate that children will con-

tinue to work on them over the following year. The “R” shown in the 1st-grade column indi-

cates that we suggest that the teachers ought to review and re-test to see if the child still

understands the concept or skill. In some case the symbol “I” is used to indicate that a child

should be given a first introduction to a concept or skill at a given age/grade level. Students

often work on some concepts and skills over the course of several years.

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Sensorial

Works with materials as

presented, placing cylinders in

correct sockets using visual and

stereognostic sense: Block 1.

Discrimination

of Size 1

Cylinder Blocks

•

Sensorial

Places cylinders in correct sockets

using visual and stereognostic

sense: Block 2.

Discrimination

of Size 1

Cylinder Blocks

•

Sensorial

Works with materials as

presented, placing cylinders in

correct sockets using visual and

stereognostic sense: Block 3.

Discrimination

of Size 1

Cylinder Blocks

•

Sensorial

Works with materials as

presented, placing cylinders in

correct sockets using visual and

stereognostic sense: Block 4.

Discrimination

of Size 1

Cylinder Blocks

•

Sensorial

Works with any two blocks

together, placing cylinders in

correct sockets using visual and

stereognostic sense.

Discrimination

of Size 1

Cylinder Blocks

•

Sensorial

Works with any three blocks

together, placing cylinders in

correct sockets using visual and

stereognostic sense.

Discrimination

of Size 1

Cylinder Blocks

•

Sensorial

Works with all four blocks

together, placing cylinders in

correct sockets using visual and

stereognostic sense.

Discrimination

of Size 1

Cylinder Blocks

•

Sensorial

Combines and uses material in

novel ways.

Discrimination

of Size 1

Cylinder Blocks

•

Sensorial

Works with materials as

presented, placing cubes in

relation to one another to

demonstrate visual discrimination

of size in three dimensions.

Discrimination

of Size 2

Pink Tower

•

Sensorial

Uses smallest cube to indicate

unit of difference.

Discrimination

of Size 2

Pink Tower

•

Sensorial

Combines and uses material in

novel ways.

Discrimination

of Size 2

Pink Tower

•

Sensorial

Identifies and describes cubes

according to size.

Discrimination

of Size 2

Pink Tower:

Language

•

Sensorial

Uses language to describe size in

context.

Discrimination

of Size 2

Pink Tower:

Language

Page 1

Sensorial

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Sensorial

Works with materials as

presented, placing prisms in

relation to one another to

demonstrate visual discrimination

of width.

Discrimination

of Size 3

Brown Stair

•

Sensorial

Uses narrowest prism to indicate

unit of difference.

Discrimination

of Size 3

Brown Stair

•

Sensorial

Combines and uses material in

novel ways.

Discrimination

of Size 3

Brown Stair

•

Sensorial

Identifies and describes prisms

according to width.

Discrimination

of Size 3

Brown Stair:

Language

•

Sensorial

Uses language to describe width

context.

Discrimination

of Size 3

Brown Stair:

Language

•

Sensorial

Combines and uses material in

novel ways.

Discrimination

of Size 4

Pink Tower and

Brown Stair

•

Sensorial

Works with materials as

presented, placing prisms in

relation to one another to

demonstrate visual discrimination

of length.

Discrimination

of Size 5

Red Rods

•

Sensorial

Uses shortest rod to indicate unit

of difference.

Discrimination

of Size 5

Red Rods

•

Sensorial

Combines and uses material in

novel ways.

Discrimination

of Size 5

Red Rods

•

Sensorial

Identifies and describes rods

according to length.

Discrimination

of Size 5

Red Rods:

Language

•

Sensorial

Uses language to describe length

in context.

Discrimination

of Size 5

Red Rods:

Language

•

Sensorial

Works with materials as

presented, one set at a time,

ordering sets of cylinders based

on ability to discriminate size in

three dimensions: yellow set.

Discrimination

of Size 6

Knobless Cylinders

Page 2

Sensorial

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Sensorial

Works with materials as

presented, one set at a time,

ordering sets of cylinders based

on ability to discriminate size in

three dimensions: red set.

Discrimination

of Size 6

Knobless Cylinders

•

Sensorial

Works with materials as

presented, one set at a time,

ordering sets of cylinders based

on ability to discriminate size in

three dimensions: blue set.

Discrimination

of Size 6

Knobless Cylinders

•

Sensorial

Works with materials as

presented, one set at a time,

ordering sets of cylinders based

on ability to discriminate size in

three dimensions: green set.

Discrimination

of Size 6

Knobless Cylinders

•

Sensorial

Combines any two sets of

cylinders demonstrating an ability

to relate the sets to one another.

Discrimination

of Size 6

Knobless Cylinders

•

Sensorial

Combines any three sets of

cylinders demonstrating an ability

to relate the sets to one another.

Discrimination

of Size 6

Knobless Cylinders

•

Sensorial

Combines four sets of cylinders

demonstrating an ability to relate

the sets to one another.

Discrimination

of Size 6

Knobless Cylinders

•

Sensorial

Combines and uses material in

novel ways.

Discrimination

of Size 6

Knobless Cylinders

•

Sensorial

Uses language of size, length, and

width correctly in a variety of

contexts.

Discrimination

of Size 6

Language of size

consolidation

•

Sensorial

Works with materials as

presented, to pair red, yellow, and

blue tablets.

Color 1

Color Box 1

•

Sensorial

Identifies and describes colors in

Color Box 1.

Color 1

Color Box 1:

Language

•

Sensorial

Works with materials as

presented, to match primary,

secondary, black, white, gray,

pink, and brown color tablets to

one another.

Color 2

Color Box 2

•

Sensorial

Identifies and describes colors in

Color Box 2.

Color 2

Color Box 2:

Language

Page 3

Sensorial

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Sensorial

Works with materials as

presented, to match various

shades of eight colors.

Color 2

Color Box of 32

Pairs

•

Sensorial

Grades tints and tones of various

shades, as presented, one color at

a time.

Color 3

Color Box 3

•

Sensorial

Grades tints and tones of various

shades, as presented, multiple or

all colors together.

Color 3

Color Box 3

•

Sensorial

Uses art materials (pencils, paints)

to recreate grades of color (e.g.,

with design insets).

Color 3

Color Box 3

•

Sensorial

Uses materials to mix tints, tones,

and secondary colors.

Color 3

Color Box 3

•

Sensorial

Combines and uses material in

novel ways.

Color 3

Color Box 3

•

Sensorial

Identifies and describes grades of

light or dark.

Color 3

Color Box 3:

Language

•

Sensorial

Uses extended language of color

in relation to tablets in Color Box

Color 3

Color Box 3:

Language

•

Sensorial

Uses language to describe color in

context.

Color 3

Color Box 3:

Language

•

Sensorial

Works with materials as

presented, to match tablets of the

same weight.

Weight 1

Baric Tablets

•

Sensorial

Works with materials, as

presented, to grade tablets of the

same weight.

Weight 1

Baric Tablets

•

Sensorial

Combines and uses material in

novel ways.

Weight 1

Baric Tablets

•

Sensorial

Identifies and describes grades of

weight.

Weight 1

Baric Tablets

Page 4

Sensorial

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Sensorial

Uses language to describe weight

in context.

Weight 1

Baric Tablets

•

Sensorial

Works with materials as

presented to pair tablets made of

different materials according to

thermic qualities.

Temperature 1

Thermic Tablets

•

Sensorial

Identifies and describes thermic

qualities of the different materials.

Temperature 1

Thermic Tablets

•

Sensorial

Refines thermic sense by pairing

bottles of the same temperature.

Temperature 2

Thermic Bottles

•

Sensorial

Grades bottles according to

temperature.

Temperature 2

Thermic Bottles

•

Sensorial

Combines and uses material in

novel ways.

Temperature 2

Thermic Bottles

•

Sensorial

Identifies and describes grades of

temperature.

Temperature 2

Thermic Bottles

•

Sensorial

Uses language to describe

temperature in context.

Temperature 2

Thermic Bottles

•

Sensorial

Works with materials as

presented to pair bottles of liquid

according to taste.

Taste

Taste Bottles

•

Sensorial

Combines and uses material in

novel ways.

Taste

Taste Bottles

•

Sensorial

Identifies and describes tastes.

Taste

Taste Bottles

•

Sensorial

Uses language to describe tastes

in context.

Taste

Taste Bottles

•

Sensorial

Pairs identical images.

Shape 1

Images

Page 5

Sensorial

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Sensorial

Explores features of Geometric

Solid forms using visual and

stereognostic senses.

Shape 2

Geometric Solids

•

Sensorial

Categorizes Geometric Solids

into various sets according to

common shapes of their faces.

Shape 2

Geometric Solids

•

Sensorial

Matches Geometric Solid forms

to plane bases.

Shape 2

Geometric Solids &

Bases

•

Sensorial

Combines and uses material in

novel ways.

Shape 2

Geometric Solids &

Bases

•

Sensorial

Identifies and names Geometric

Solid forms.

Shape 2

Geometric Solids:

Language

•

Sensorial

Uses correct vocabulary to name

and describe geometric forms in

context.

Shape 2

Geometric Solids:

Language

•

Sensorial

Explores triangle, circle, and

square through visual and

stereognostic senses.

Shape 3

Geometric Cabinet:

Presentation Tray

•

Sensorial

Matches geometric figures to

solid plane figures.

Shape 3

Geometric Cabinet:

Presentation Tray &

Cards

•

Sensorial

Matches geometric figures to

thick-line figures.

Shape 3

Geometric Cabinet:

Presentation Tray &

Cards

•

Sensorial

Matches geometric figures to

thin-line figures on cards.

Shape 3

Geometric Cabinet:

Presentation Tray &

Cards

•

Sensorial

Explores circles through through

visual and stereognostic senses.

Shape 4

Geometric Cabinet:

Individual Drawers

•

Sensorial

Explores triangles through visual

and stereognostic senses.

Shape 4

Geometric Cabinet:

Individual Drawers

•

Sensorial

Explores quadrilaterals through

visual and stereognostic senses.

Shape 4

Geometric Cabinet:

Individual Drawers

Page 6

Sensorial

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Sensorial

Explores rectangles through

visual and stereognostic senses.

Shape 4

Geometric Cabinet:

Individual Drawers

•

Sensorial

Explores regular polygons

through visual and stereognostic

senses.

Shape 4

Geometric Cabinet:

Individual Drawers

•

Sensorial

Explores curvilinear figures

through visual and stereognostic

senses.

Shape 4

Geometric Cabinet:

Individual Drawers

•

Sensorial

Works independently with

individual drawers and card sets

to demonstrate ability to match

plane figures to each level of card.

Shape 4

Geometric Cabinet:

Individual Drawerss

& Card Sets

•

Sensorial

Works with multiple drawers to

refine visual and stereognositc

discrimination of plane figures.

Shape 5

Geometric Cabinet:

All Drawers

•

Sensorial

Works independently with

multiple drawers and card sets to

demonstrate ability to match

plane figures to each level of card.

Shape 5

Geometric Cabinet:

All Drawers

•

Sensorial

Matches and sorts geometric

figures and cards to form large

matrixes classified by shape and

type (solid, thick, or thin lines).

Shape 5

Geometric Cabinet:

All Drawers

•

Sensorial

Combines and uses material in

novel ways.

Shape 5

Geometric Cabinet:

All Drawers

•

Sensorial

Classifies shapes according to

various categories as represented

on Geometric Control Sheet.

Shape 5

Geometric Cabinet:

All Drawers

•

Sensorial

Identifies and names geometric

plane figures: Presentation Tray.

Shape 6

Geometric Cabinet:

Language

•

Sensorial

Identifies and names geometric

plane figures: Regular Polygons.

Shape 6

Geometric Cabinet:

Language

•

Sensorial

Identifies and names geometric

plane figures: Quadrilaterals.

Shape 6

Geometric Cabinet:

Language

•

Sensorial

Identifies and names geometric

plane figures: Rectangles

(including square).

Shape 6

Geometric Cabinet:

Language

Page 7

Sensorial

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Sensorial

Identifies and names geometric

plane figures: Types of Triangles.

Shape 6

Geometric Cabinet:

Language

•

Sensorial

Identifies and names geometric

plane figures: Curvilinear Forms.

Shape 6

Geometric Cabinet:

Language

•

Sensorial

Uses correct vocabulary to name

and describe geometric plane

figures in context.

Shape 6

Geometric Cabinet:

Language

•

Sensorial

Copies repeating patterns - linear.

Shape 7

Pattern

•

Sensorial

Constructs own repeating

patterns - linear.

Shape 7

Pattern

•

Sensorial

Copies repeating patterns - two-

dimensional array.

Shape 7

Pattern

•

Sensorial

Constructs own repeating

patterns - two- dimensional array.

Shape 7

Pattern

•

Sensorial

Copies tessellating patterns.

Shape 7

Pattern

•

Sensorial

Constructs own tessellating

patterns.

Shape 7

Pattern

•

Sensorial

Combines and uses material in

novel ways.

Shape 7

Pattern

100

•

Sensorial

Explores how equilateral triangles

can be constructed from other

triangles.

Shape 8

Constructive

Triangles:

Triangular Box

101

•

Sensorial

Explores how various triangles

that form a hexagon can be

combined to form other plane

figures.

Shape 8

Constructive

Triangles: Small

Hexagonal Box

102

•

Sensorial

Explores how a hexagon is made

up from a combination of obtuse

triangles and how these are

combined to make different plane

figures.

Shape 8

Constructive

Triangles: Large

Hexagonal Box

Page 8

Sensorial

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

103

•

Sensorial

Explores how various triangles

combine to make other plane

figures.

Shape 8

Constructive

Triangles:

Rectangular box

104

•

Sensorial

Freely explores how various

triangles combine to make other

plane figures.

Shape 8

Constructive

Triangles: Blue

Triangles

105

•

Sensorial

Combines and uses material in

novel ways.

Shape 8

Constructive

Triangles: All Sets

106

•

Sensorial

Explores congruency,

equivalency, and similarity.

Shape 8

Constructive

Triangles

107

•

Sensorial

Constructs various stars and

polygrams.

Shape 8

Constructive

Triangles

108

•

Sensorial

Explores various permutations of

superimposed plane figures.

Shape 9

Circles, Squares,

and Triangles

109

•

Sensorial

Combines and uses material in

novel ways.

Shape 9

Inscribed and

Concentric Figures

110

•

Sensorial

Constructs Binomial Cube as

presented.

Form & color

Binomial Cube

111

•

Sensorial

Classifies prisms of Binomial

Cube, laying prisms to represent

the binomial equation.

Form & color

Binomial Cube

112

•

Sensorial

Classifies prisms of Trinomial

Cube, laying prisms to represent

the trinomial equation.

Form & color

Trinomial Cube

113

•

Sensorial

Retells the story of

The Kings

another child using the Binomial

or Trinomial Cube.

Form & color

Trinomial Cube

114

•

Sensorial

Works with materials as

presented to pair bottles

according to aroma.

Smell

Smelling Bottles

115

•

Sensorial

Combines and uses material in

novel ways.

Smell

Smelling Bottles

Page 9

Sensorial

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

116

•

Sensorial

Identifies aromas.

Smell

Smelling Bottles

117

•

Sensorial

Names aromas.

Smell

Smelling Bottles

118

•

Sensorial

Uses language to describe aroma

in context.

Smell

Smelling Bottles

119

•

Sensorial

Works with materials as

presented, matching objects using

stereognostic sense.

Stereognostic

Mystery Bag:

Familiar Objects

120

•

Sensorial

Sorts objects, such as large

buttons or beans, according to

size using stereognostic sense.

Stereognostic

Exercises: Large

Objects

121

•

Sensorial

Sorts objects, such as small

buttons or other Sensorial

material according to size using

with eyes shut or blindfolded

(stereognostic sense).

Stereognostic

Exercises: Small

Objects

122

•

Sensorial

Combines and uses material in

novel ways.

Stereognostic

Exercise : All

123

•

Sensorial

Works with materials as

presented, to experience rough

and smooth textures.

Tactile 1

Touch Boards:

Board A

124

•

Sensorial

Works with materials as

presented, to distinguish rough

and smooth textures.

Tactile 1

Touch Boards:

Boards A & B

125

•

Sensorial

Works with materials as

presented, to distinguish

gradations of rough textures.

Tactile 1

Touch Boards:

Board C

126

•

Sensorial

Works with materials as

presented, to distinguish

gradations of smooth textures.

Tactile 1

Smooth Gradation

Board

127

•

Sensorial

Works with materials as

presented to match various rough

textures.

Tactile 1

Rough Gradation

Tablets

128

•

Sensorial

Works with materials as

presented to match various

smooth textures.

Tactile 1

Smooth Gradation

Tablets

Page 10

Sensorial

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

129

•

Sensorial

Works with materials as

presented to grade rough

textures.

Tactile 1

Rough Tablets

130

•

Sensorial

Works with materials as

presented to grade smooth

textures.

Tactile 1

Smooth Tablets

131

•

Sensorial

Combines and uses material in

novel ways.

Tactile 1

Texture Materials:

All

132

•

Sensorial

Identifies and names grades of

roughness.

Tactile 1

Texture: Language

133

•

Sensorial

Identifies and names grades of

smoothness.

Tactile 1

Texture: Language

134

•

Sensorial

Uses language to describe texture

in context.

Tactile 1

Texture: Language

135

•

Sensorial

Works with materials as

presented, to pair different types

of fabric according to textures.

Tactile 2

Fabric Box

136

•

Sensorial

Names types of fabric.

Tactile 2

Fabric Box:

Language

137

•

Sensorial

Uses language to name various

fabrics.

Tactile 2

Fabric Box:

Language

138

•

Sensorial

Uses language to name and

describe fabrics in context.

Tactile 2

Fabric Box:

Language

139

•

Sensorial

Pairs cylinders according to

sound.

Sound 1

Sound Cylinders:

Volume

140

•

Sensorial

Grades one set of cylinders

according to sound.

Sound 1

Sound Cylinders:

Volume

141

•

Sensorial

Combines and uses material in

novel ways.

Sound 1

Sound Cylinders:

Volume

Page 11

Sensorial

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

142

•

Sensorial

Identifies and describes grades of

volume of sound.

Sound 1

Sound Cylinders:

Language

143

•

Sensorial

Uses correct vocabulary to

describe the volume of sounds in

context.

Sound 1

Sound Cylinders:

Language

144

•

Sensorial

Handles bells carefully and

appropriately.

Sound 2

Bells: Pitch

145

•

Sensorial

Pairs corresponding bells.

Sound 2

Bells: Pitch

146

•

Sensorial

Grades bells according to C-

Major Scale.

Sound 2

Bells: Pitch

147

•

Sensorial

Pairs corresponding bells.

Sound 2

Bells: Pitch

148

•

Sensorial

Grades full set of bells.

Sound 2

Bells: Pitch

149

•

Sensorial

Sings notes played on the

Montessori Bells - either in a

single-syllable, tonic sol-fa or

naming notes.

Sound 2

Bells: Pitch

150

•

Sensorial

Composes own melody on bells.

Sound 2

Bells: Pitch

151

•

Sensorial

Copies a random series of notes

played by another.

Sound 2

Bells: Pitch

152

•

Sensorial

Combines and uses material in

novel ways.

Sound 2

Bells: Pitch

153

•

Sensorial

Identifies and names grades of

pitch.

Sound 2

Bells: Pitch

154

•

Sensorial

Identifies and names notes on C-

Major Scale.

Sound 2

Bells: Pitch

Page 12

Sensorial

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

155

•

Sensorial

Identifies and names the notes

sounded by the Montessori Bells

(tonic sol-fa scale).

Sound 2

Montessori Bells:

Pitch

Page 13

Sensorial

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212

941-729-9565 • www.montessori.org

Montessori

THE

FOUNDATION

Scope & Sequence

Curriculum

Understanding the Scope

and Sequence Code ...

The process of learning how to read should be

as painless and simple as learning how to speak.

Montessori begins by placing the youngest stu-

dents in classes where the older students are

already reading. All children want is to “do

what the big kids can do,” and as the

intriguing work that absorbs the older students

involves reading, there is a natural lure for the

young child.

Beginning at age two or three, Montessori

children are introduced to a few letters at a

time until they have mastered the entire al-

phabet. They trace each letter as it would be

written, using two fingers of their dominant

hand. As they trace the letter’s shape, they

receive three distinct impressions: they see

the shape of the letter, they feel its shape

and how it is written, and they hear the

teacher pronounce its sound.

Children move from the Sandpaper Letters

to tracing them in fine sand. The teacher

and child will begin to identify words that

begin with the kuh sound: cat, candle, can,

and cap. Seeing the tablets for the letters c,

a, and t laid out before her, a child will pro-

nounce each in turn — kuh, aah, tuh: cat!

To help children develop the eye-hand co-

ordination needed to correctly grasp and

write with a pencil, Montessori introduced

them to a set of metal frames and insets

made in the form of geometric shapes.

When the geometric inset is removed, the

children trace the figure left within the

frame onto a sheet of paper. Then they use

colored pencils to shade in the outlines that

they’ve traced, using careful horizontal

strokes. Gradually, children become more

skilled at keeping the strokes even and stay-

ing within the lines.

During the Elementary years, Montessori fo-

cuses on the development of strong writing

skills and library research. The curriculum

does not depend on textbooks, as much as

on primary and secondary resource materi-

als found in classroom library collections,

media centers, public libraries, and on the

Internet. They begin a systematic study of

the English language: vocabulary, spelling

rules, and linguistics. Montessori schools

commonly teach Elementary and Middle

School students how to use the computer to

write, illustrate, and lay out their work.

The Language Arts Curriculum

. 2

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212

941-729-9565 • www.montessori.org

How to Read the Code of Dots and Letters Used in the Scope and Sequence:

Montessori does not organize curriculum by the grade level at which topics are to be taught.

We assume that children learn at different paces and learn best in different ways. In most cases,

students in Montessori programs will work on any given skill or concept over several years. We

introduce students to new lessons as soon as they seem to be ready. Likewise, we have a plan

of what Montessori students ought to learn and the age/grade levels at which which we expect

mastery from most students.

Instead of arranging our curriculum by grade level, we organize it by the subsets of concepts

and skills (Strands) and the sequence in which they will be taught. In our Curriculum Scope

and Sequence, to the right of the list of curriculum elements, we use a series of vertical

columns to represent a given span of ages or grades. We use large dots to indicate the age or

grade levels at which we anticipate a given lesson will be presented. Since we do not follow a

grade-by-grade curriculum, the age or grade when a child will actually be ready to begin work

depends on his or her developmental readiness. Our Dot Code is simply a guideline for

Montessori educators.

When viewed in color on a computer, the dots follow a pattern of green, blue, and red, which

is repeated at each Montessori three-year program cycle. The color coding makes it somewhat

easier to see at which age/grade levels we anticipate children will work on concepts or skills.

Normally, students return to work many times over two years or longer before they truly un-

derstand what they have studied and retain it over time.

As you can see by the example above, we expect that the two Math skills shown (items number

25 and 26) will normally be introduced at age four, and we anticipate that children will con-

tinue to work on them over the following year. The “R” shown in the 1st-grade column indi-

cates that we suggest that the teachers ought to review and re-test to see if the child still

understands the concept or skill. In some case the symbol “I” is used to indicate that a child

should be given a first introduction to a concept or skill at a given age/grade level. Students

often work on some concepts and skills over the course of several years.

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Language

Arts

Expands vocabulary through

three-period lessons given by

adult or through conversation

with other children.

Language

Enrichment:

Vocabulary

Development

Objects or images

•

Language

Arts

Views and discusses cards with

adult or another child.

Language

Enrichment:

Vocabulary

Development

Classified pictures

•

Language

Arts

Learns the names of the items

depicted by the images by means

of a three-period lesson.

Language

Enrichment:

Vocabulary

Development

Classified pictures

•

Language

Arts

Sorts image cards underneath

corresponding scene images.

Language

Enrichment:

Vocabulary

Development

Classified pictures

•

Language

Arts

Engages in verbal question-and-

answer games of increasing

complexity.

Language

Enrichment:

Speech

Questioning

•

Language

Arts

Shares observations, news, and

ideas with the group or

individually.

Language

Enrichment:

Speech

News

•

Language

Arts

Participates in singing rhymes and

song.

Language

Enrichment:

Speech

Rhymes and songs

•

Language

Arts

Tells short stories in group time.

Language

Enrichment:

Speech

Storytelling

•

Language

Arts

Participates in word and sound

games (rhymes, word play,

riddles, etc.).

Language

Enrichment:

Speech

Word and sound

games

•

Language

Arts

Isolates sounds in words,

demonstrating an ability to isolate

the initial sound (40/44 key

sounds): one object in hand.

Phonemic

Awareness

I Spy Game:

Objects in

environment

•

Language

Arts

Isolates sounds in words,

demonstrating an ability to isolate

the initial sound (40/44 key

sounds): more than one sound,

limited space.

Phonemic

Awareness

I Spy Game:

Objects in

environment

•

Language

Arts

Isolates sounds in words,

demonstrating an ability to isolate

the initial sound (40/44 key

sounds): larger unlimited area.

Phonemic

Awareness

I Spy Game:

Objects in

environment

•

Language

Arts

Isolates sounds in words,

demonstrating an ability to isolate

the initial sound (40/44 key

sounds): entire visible area.

Phonemic

Awareness

I Spy Game:

Objects in

environment

Page 1

Language Arts

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Language

Arts

Isolates sounds in words,

demonstrating an ability to isolate

the initial and ending sounds

(40/44 key sounds): limited area.

Phonemic

Awareness

I Spy Game:

Objects in

environment

•

Language

Arts

Isolates sounds in words,

demonstrating an ability to isolate

the internal sounds in words

(40/44 key sounds): in entire

visible area.

Phonemic

Awareness

I Spy Game:

Objects in

environment

•

Language

Arts

Isolates sounds in words,

demonstrating an ability to isolate

any sound (40/44 key sounds):

entire visible area.

Phonemic

Awareness

I Spy Game:

Objects in

environment

•

Language

Arts

Has developed fine-motor

control in preparation for

handwriting through the various

Sensorial preliminary exercises.

Handwriting:

Preparation 1

Sensorial Materials

•

Language

Arts

Feels Sandpaper Letters using a

light, continuous movement of

the index and middle fingers of

the dominant hand.

Handwriting:

Preparation 1

Sandpaper Letters:

Key Sounds

•

Language

Arts

Associates the letter sound with

the symbol, which represents it

through playing an "I Spy Game"

or participating in three-period

lessons.

Handwriting:

Preparation 1

Sandpaper Letters:

Key Sounds

•

Language

Arts

Works with Metal Insets as

presented, drawing an outline

with the metal frame, then

placing the inset over the outline

and drawing another identical

outline in a different color.

Handwriting:

Preparation 2

Metal Insets

•

Language

Arts

Fills in outline drawn with either

frame or inset, using a zigzag

pattern or colors.

Handwriting:

Preparation 2

Metal Insets

•

Language

Arts

Draws a design by rotating the

inset or frame and shades.

Handwriting:

Preparation 2

Metal Insets

•

Language

Arts

Draws more advanced designs

using two or more frames or

insets.

Handwriting:

Preparation 2

Metal Insets

•

Language

Arts

Designs a longer pattern with

repeating shapes and shades.

Handwriting:

Preparation 2

Metal Insets

•

Language

Arts

Draws a design by rotating the

inset or frame on the diagonal.

Handwriting:

Preparation 2

Metal Insets

Page 2

Language Arts

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Language

Arts

Creates various shades of colors

when shading designs.

Handwriting:

Preparation 2

Metal Insets

•

Language

Arts

Demonstrates control of the

pencil when tracing an object and

creating designs.

Handwriting:

Preparation 2

Metal Insets

•

Language

Arts

Returns letters to correct space in

the box (this is a preparatory

exercise that is simply an exercise

in visual discrimination).

Handwriting:

Preparation 3

Large Moveable

Alphabet:

Choosing Letters

•

Language

Arts

Uses Large Moveable Alphabet:

to build (encode) words he thinks

of himself.

Handwriting:

Preparation 3

Large Moveable

Alphabet: Choosing

Letters

•

Language

Arts

Uses Large Moveable Alphabet:

to build (encode) phrases or

sentences he thinks of himself.

Handwriting:

Preparation 3

Large Moveable

Alphabet: Choosing

Letters

•

Language

Arts

Encodes words, phrases, and

sentences.

Handwriting:

Preparation 3

Medium Moveable

Alphabet: Building

Words

•

Language

Arts

Encodes words, phrases,

sentences, paragraphs, and short

stories.

Handwriting:

Preparation 3

Small Moveable

Alphabet: Building

Paragraphs

•

Language

Arts

Practices writing individual

numbers and letters, first tracing

the sandpaper symbols.

Handwriting:

Preparation 4

Blank green board:

First writing -

letters

•

Language

Arts

Writes individual letters with

pencil and paper, first tracing the

sandpaper symbol.

Handwriting:

Preparation 4

Pencil and paper -

letters

•

Language

Arts

Writes families of letters with

similar shapes, first tracing the

sandpaper symbols.

Handwriting:

Preparation 4

Blank green board:

First writing - letter

families

•

Language

Arts

Places letters of the Small

Moveable Alphabet between

double lines, correctly positioning

ascenders and descenders.

Handwriting:

Preparation 5

Green board with

double lines:

Positioning letters

of the Small

Moveable Alphabet

•

Language

Arts

Practices writing individual

numbers and letters with correct

placement of ascenders and

descenders.

Handwriting:

Preparation 5

Green board with

double lines:

Positioning letters

of the Small

Moveable Alphabet

Page 3

Language Arts

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Language

Arts

Sorts letters of the Small

Moveable Alphabet into three

groups according to ascenders

and descenders; checks own work

by placing the letters in rows on

the lined board.

Handwriting:

Preparation 6

Consolidation

•

Language

Arts

Sorts the single-letter Sandpaper

Letters into three groups

according to ascenders and

descenders, then writes the letters

on lined paper after tracing each

letter.

Handwriting:

Preparation 6

Consolidation

•

Language

Arts

Writes, on lined paper, all twenty-

six single letters after tracing the

corresponding Sandpaper Letters.

Handwriting:

Preparation 6

Consolidation

•

Language

Arts

Traces each of the twenty-six

capital letters, associating the

letter with the sound it represents.

Handwriting:

Preparation 7

Sandpaper Capitals

•

Language

Arts

Traces each of the twenty-six

capital letters, associating the

letter with its name.

Handwriting:

Preparation 7

Sandpaper Capitals

•

Language

Arts

Pairs the Sandpaper Capitals with

the corresponding lower-case

letters.

Handwriting:

Preparation 7

Sandpaper Capitals

and Lower-Case

Letters

•

Language

Arts

Begins to decipher words that

have been built with the Large

Moveable Alphabet or in a book,

etc.

Reading: Words

Beginning to

decode words

•

Language

Arts

Silently reads word as they are

written by directress and places

them next to the correct object.

Reading: Words

Object box 1: First

reading

•

Language

Arts

Works independently with Object

Box 1, reading simple words,

which are phonetically spelled

with sounds represented by only

one letter.

Reading: Words

Object box 1:

Prepared Word

Cards

•

Language

Arts

Silently reads words as they are

written by directress and

performs the correct action.

Reading: Words

Activity Words:

Written

•

Language

Arts

Works independently with

Activity Words Set 1, reading the

words and performing the

actions.

Reading: Words

Activity Words: Set

•

Language

Arts

Silently reads words containing

twelve key sounds, as they are

written by the directress, and

places them next to the correct

object or picture.

Reading: Words

Object box 2:

Reading written

words

Page 4

Language Arts

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Language

Arts

Works independently with Object

Box 2; silently reads words

containing twelve key sounds and

places them next to the correct

object or picture.

Reading: Words

Object Box 2:

Double-Letter

Phonograms -

Prepared Word

Cards

•

Language

Arts

Silently reads words containing

twelve key sounds, as they are

written by the directress, and

performs the appropriate action.

Reading: Words

Activity Words:

Double-Letter

Phonograms -

Prepared Word

Cards

•

Language

Arts

Silently reads words containing

double- letter phonograms and

performs the appropriate actions.

Reading: Words

Activity words:

Double-Letter

Phonograms -

Prepared Word

Cards

•

Language

Arts

Silently reads Puzzle Words after

receiving three-period lesson.

Reading: Words

Puzzle Words: 1

•

Language

Arts

Silently reads little handmade

books.

Reading: Books

Handmade Books

•

Language

Arts

Displays a knowledge of the

names of the letters of the

alphabet.

Reading:

Alphabet

Sandpaper Letters,

Moveable Alphabet,

or Alphabet Strip

•

Language

Arts

Can say the names of the letters

of the alphabet in order.

Reading:

Alphabet

Sandpaper Letters,

Moveable Alphabet,

or Alphabet Strip

•

Language

Arts

Names a letter of the alphabet

when shown the corresponding

symbol.

Reading:

Alphabet

Sandpaper Letters,

Moveable Alphabet,

or Alphabet Strip

•

Language

Arts

Recognizes symbols on outside of

Key Sound Folders as being

represented by Sandpaper Letters

and double letters; can say

corresponding sounds.

Reading: Key

Sounds

Key Sound Folders

•

Language

Arts

Reads booklets in Key Sound

Folders.

Reading: Key

Sounds

Key Sound Folders

•

Language

Arts

Sorts card from any two folders

to show that he has memorized

the various families of

phonograms.

Reading: Key

Sounds

Key Sound Folders

•

Language

Arts

Sorts cards from all fourteen

folders to show that he has

memorized the various families of

phonograms.

Reading: Key

Sounds

Key Sound Folders

Page 5

Language Arts

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Language

Arts

Writes all fourteen key sounds

and corresponding phonograms.

Reading: Key

Sounds

Key Sound Folders:

The test

•

Language

Arts

Uses Dictionary of Phonograms

when he encounters unknown

words in parallel reading

activities.

Reading: Key

Sounds

Phonogram

Dictionary

•

Language

Arts

Silently reads Puzzle Words after

receiving three-period lesson and

being made aware of especially

interesting aspects; demonstrates

interest in and awareness of these

points of interest.

Reading: Words

Puzzle Words: 2

•

Language

Arts

Reads words using multiple sets

of cards, sorted into different

categories.

Reading

Classified

Nomenclature

•

Language

Arts

Reads definitions using multiple

sets of cards, sorted into different

categories.

Reading

Classified

Nomenclature

•

Language

Arts

Reads simple sentences

(Command Cards).

Reading

Command Cards

•

Language

Arts

Reads compound sentences with

understanding (Command Cards).

Reading

Command Cards

•

Language

Arts

Reads complex sentences with

understanding (Command Cards).

Reading

Command Cards

•

Language

Arts

Reads to others with enjoyment,

style, and assurance.

Reading

Various

materials/books

•

Language

Arts

Reads magazines.

Reading

Magazines

•

Language

Arts

Reads more complex children's

books.

Reading

Novels

•

Language

Arts

Reads poetry with enjoyment,

style, assurance, and

understanding.

Reading

Poetry books

•

Language

Arts

Participates in Function Games at

a verbal (non-written) level.

Function of

Words: 1

The Function

Games

Page 6

Language Arts

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Language

Arts

Displays an awareness of words

which name things through game

involving fetching objects.

Function of

Words: 1

Noun Game: Farm

•

Language

Arts

Displays an awareness of words

that name things through game

involving fetching objects: “Pick

up a pig; give me the dog.”

Function of

Words: 1

Noun-Article

Game: Farm

•

Language

Arts

Displays an awareness of words

that describe things through game

involving objects: “Give me the

pink pig; move the brown cow.”

Function of

Words: 1

Noun-Adjective

Game: Farm

•

Language

Arts

Displays an awareness of the use

of conjunctions as a means of

joining phrases.

Function of

Words: 1

Conjunction Game:

Farm

•

Language

Arts

Displays an awareness of the use

of prepositions: “Move the cow

behind the horse.”

Function of

Words: 1

Preposition Game:

Farm

•

Language

Arts

Displays an awareness of the use

of verbs through games with the

Farm: “Show me how the dog

runs.”

Function of

Words: 1

Verb Game: Farm

•

Language

Arts

Displays an awareness of the use

of pronouns through games with

the Farm: “There is a pink pig.

Please pass it to me.”

Function of

Words: 1

Pronoun Game:

Farm

•

Language

Arts

Reads words from booklets while

another child takes dictation.

Dictation

Phonogram

Booklets

•

Language

Arts

Takes dictation from another

child reading from the

Phonogram Booklets.

Dictation

Phonogram

Booklets

•

Language

Arts

Reads words in Noun Box and

brings related objects to the work

mat.

Reading of

Words: 4

Nouns Game:

Moveable Objects

•

Language

Arts

Reads words and places the labels

next to objects in the

environment.

Reading of

Words: 4

Nouns Game:

Immoveable

Objects

•

Language

Arts

Reads words and performs the

actions.

Reading of

Words: 4

Verbs

•

Language

Arts

Reads words and moves to place

own body in relation to an object

(e.g., card reads “over” - child

stands on mat; card reads “under”

- child goes under a table, etc.).

Reading of

Words: 4

Prepositions

Page 7

Language Arts

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Language

Arts

Is able to recognize words that

are nouns and how they function

in a sentence.

Function of

Words: 2

Noun Game

•

Language

Arts

Is able to recognize the three

articles found in the English

language and how they function

in a sentence.

Function of

Words: 2

Noun-Article Game

•

Language

Arts

Is able to recognize words that

are adjectives and how they

function in a sentence.

Function of

Words: 2

Noun-Adjective

Game

•

Language

Arts

Is able to recognize words that

are conjunctions and how they

function in a sentence.

Function of

Words: 2

Conjunction Game

•

Language

Arts

Is able to recognize words that

are prepositions and how they

function in a sentence.

Function of

Words: 2

Preposition Game

•

Language

Arts

Is able to recognize words that

are verbs and how they function

in a sentence.

Function of

Words: 2

Verb Game

•

Language

Arts

Is able to recognize words that

are pronouns and how they

function in a sentence.

Function of

Words: 2

Pronoun Game

•

Language

Arts

Reads and matches the names of

animals with their homes.

Word Study: 1

Animals and their

homes

•

Language

Arts

Reads and matches the names of

animals with their sounds.

Word Study: 1

Animals and their

sounds

•

Language

Arts

Reads and matches the names of

animals with their young.

Word Study: 1

Animals and their

young

•

Language

Arts

Reads and matches words to

create compound words.

Word Study: 1

Compound Words

•

Language

Arts

Reads and sorts words into

corresponding sets of positive,

comparative, and superlative.

Word Study: 1

Positive,

Comparative, and

Superlative

100

•

Language

Arts

Reads and pairs collective nouns

with the corresponding noun.

Word Study: 1

Collective Nouns:

General

Page 8

Language Arts

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

101

•

Language

Arts

Demonstrates an understanding

of concept of singular and plural.

Word Study: 1

Singular and Plural

102

•

Language

Arts

Reads and categorizes words

according to singular and plural.

Word Study: 1

Singular and Plural

103

•

Language

Arts

Reads and categorizes words

according to masculine and

feminine.

Word Study: 1

Masculine and

Feminine

104

•

Language

Arts

Plays the Detective Adjective

Game with adult or other

children to demonstrate an

understanding of the rule of

adjectives in describing objects.

Function of

Words: 3

Detective Adjective

Game

105

•

Language

Arts

Child composes one-word

answers with a Moveable

Alphabet in response to a

question asked by the teacher.

Composition: 1

Large or Medium

Moveable Alphabet

106

•

Language

Arts

Composes phrases with spaces

separating individual words.

Composition: 1

Small Moveable

Alphabet

107

•

Language

Arts

Child composes stories with

Moveable Alphabet and asks

directress to correct spelling

before writing the story on paper.

Composition: 1

Moveable

Alphabets:

Correcting

Spelling

108

•

Language

Arts

Composes sentences with

punctuation.

Composition: 1

Printed Alphabet

109

•

Language

Arts

Transcribes own sentences and

stories (pencil and paper).

Composition: 1

Written

Composition

110

•

Language

Arts

Reads own stories to group

during story time.

Composition: 1

Written

Composition

111

•

Language

Arts

Is able to express ideas logically,

succinctly, and politely.

Speaking and

Listening Skills

Individual

Expression

112

•

Language

Arts

Delivers well-organized oral

reports.

Speaking and

Listening Skills

Individual

Expression

113

•

Language

Arts

Recites short poems, songs, and

rhymes from memory.

Speaking and

Listening Skills

Individual

Expression

Page 9

Language Arts

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

114

•

Language

Arts

Tells stories in logical sequence.

Speaking and

Listening Skills

Individual

Expression

115

•

Language

Arts

Participates with others in choric

reading.

Speaking and

Listening Skills

Group Expression

116

•

Language

Arts

Presents formal speeches to

demonstrate, inform, or entertain.

Speaking and

Listening Skills

Individual

Expression

117

•

Language

Arts

Participates in informal dialogue.

Speaking and

Listening Skills

Individual

Expression

118

•

Language

Arts

Reads a dramatic part in a play.

Speaking and

Listening Skills

Individual

Expression

119

•

Language

Arts

Conducts an interview.

Speaking and

Listening Skills

Individual

Expression

120

•

Language

Arts

Follows oral instructions.

Speaking and

Listening Skills

Individual

Understanding

121

•

Language

Arts

Follows simple one- to two-step

commands.

Speaking and

Listening Skills

Individual

Understanding

122

•

Language

Arts

Follows complex three- to five-

step commands.

Speaking and

Listening Skills

Individual

Understanding

123

•

Language

Arts

Listens purposefully and

responds appropriately in

conversation.

Speaking and

Listening Skills

Individual

Understanding and

Response

124

•

Language

Arts

Listens for details and answers

questions about information

presented orally or in a story.

Speaking and

Listening Skills

Individual

Understanding and

Response

125

•

Language

Arts

Names the characters in a story.

Speaking and

Listening Skills

Individual

Understanding and

Response

126

•

Language

Arts

Identifies a character’s traits or

behaviors.

Speaking and

Listening Skills

Individual

Understanding and

Response

Page 10

Language Arts

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

127

•

Language

Arts

Identifies a character’s feelings.

Speaking and

Listening Skills

Individual

Understanding and

Response

128

•

Language

Arts

Retells a story or restates

directions.

Speaking and

Listening Skills

Individual

Understanding and

Response

129

•

Language

Arts

Summarizes the plot of a story.

Speaking and

Listening Skills

Individual

Understanding and

Response

130

•

Language

Arts

Indicates the chronological order

of events.

Speaking and

Listening Skills

Individual

Understanding and

Response

131

•

Language

Arts

Identifies the cause of an event.

Speaking and

Listening Skills

Individual

Understanding and

Response

132

•

Language

Arts

Explains the problem that a

character faces and how he/she

resolves it.

Speaking and

Listening Skills

Individual

Understanding and

Response

133

•

Language

Arts

Makes reasonable predictions

about what will happen next in a

story.

Speaking and

Listening Skills

Individual

Understanding and

Response

134

•

Language

Arts

Identifies the speakers in a

dialogue.

Speaking and

Listening Skills

Individual

Understanding and

Response

135

•

Language

Arts

Identifies to whom a pronoun is

referring.

Speaking and

Listening Skills

Individual

Understanding and

Response

136

•

Language

Arts

Has mastered the ability to write

in the school's chosen font:

lower-case letters.

Handwriting: 1

Pencil and Paper

137

•

Language

Arts

Has mastered the ability to write

in the school's chosen font:

upper-case letters.

Handwriting: 1

Pencil and Paper

138

•

Language

Arts

Has mastered the ability to space

letters appropriately within a

word when writing in the school's

chosen font.

Handwriting: 1

Pencil and Paper

139

•

Language

Arts

Has mastered the ability to leave

appropriate space between words

when writing in the school's

chosen font.

Handwriting: 1

Pencil and Paper

Page 11

Language Arts

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

140

•

Language

Arts

Has mastered the ability to write

in cursive form: lower-case

letters.

Handwriting: 2

Pencil and Paper

141

•

Language

Arts

Has mastered the ability to write

in cursive form: upper-case

letters.

Handwriting: 2

Pencil and Paper

142

•

Language

Arts

Has mastered the ability to space

letters appropriately within a

word when writing in cursive

form.

Handwriting: 2

Pencil and Paper

143

•

Language

Arts

Has mastered the ability to leave

appropriate space between words

when writing in cursive form.

Handwriting: 2

Pencil and Paper

144

•

Language

Arts

Writes cursive smoothly and

easily.

Handwriting: 2

Pencil and Paper

145

•

Language

Arts

Chooses to use decorative writing

in preparing attractive papers,

notes, letters, and reports.

Handwriting: 3

Calligraphy Pens

and Paper

146

•

Language

Arts

Uses the Montessori Grammar

Boxes to understand the function

of the article in a sentence.

Sentence

Elements

Grammar Box: 1

147

•

Language

Arts

Uses the Montessori Grammar

Boxes to understand the function

of the noun in a sentence.

Sentence

Elements

Grammar Box: 1

148

•

Language

Arts

Uses the Montessori Grammar

Boxes to understand the function

of the adjective in a sentence.

Sentence

Elements

Grammar Box: 2

149

•

Language

Arts

Uses the Montessori Grammar

Boxes to understand the function

of the verb in a sentence.

Sentence

Elements

Grammar Box: 3

150

•

Language

Arts

Uses the Montessori Grammar

Boxes to understand the function

of the preposition in a sentence.

Sentence

Elements

Grammar Box: 4

151

•

Language

Arts

Uses the Montessori Grammar

Boxes to understand the function

of the adverb in a sentence.

Sentence

Elements

Grammar Box: 5

152

•

Language

Arts

Uses the Montessori Grammar

Boxes to understand the function

of the pronoun in a sentence.

Sentence

Elements

Grammar Box: 6

Page 12

Language Arts

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

153

•

Language

Arts

Uses the Montessori Grammar

Boxes to understand the function

of the conjunction in a sentence.

Sentence

Elements

Grammar Box: 7

154

•

Language

Arts

Uses the Montessori Grammar

Boxes to understand the function

of the interjection in a sentence.

Sentence

Elements

Grammar Box: 8

155

•

Language

Arts

Recognizes words that are

adverbs and how they function in

a sentence.

Function of

Words: 2

Verb-Adverb Game

156

•

Language

Arts

Understand what makes up a

simple sentence by using Charts 1

& 2.

Sentence

Analysis

Sentence Analysis

Charts 1 & 2

157

•

Language

Arts

Analyzes simple sentences by

using Charts 1 & 2.

Sentence

Analysis

Sentence Analysis

Charts 1 & 2

158

•

Language

Arts

Constructs a simple sentence by

using the Sentence Analysis

Guides

Sentence

Analysis

Sentence Analysis

Boxes

159

•

Language

Arts

Understands what makes up

complex sentences and the variety

of adverbial extensions by using

Charts 3-5.

Sentence

Analysis

Sentence Analysis

Charts 3-5

160

•

Language

Arts

Analyzes complex sentences and

sentences that contain a variety of

adverbial extensions by using

Charts 3-5.

Sentence

Analysis

Sentence Analysis

Charts 3-5

161

•

Language

Arts

Constructs complex sentences

and sentences that contain

adverbial extensions by using the

sentence analysis materials.

Sentence

Analysis

Sentence Analysis

Boxes

162

•

Language

Arts

Identifies the different types of

nouns.

Grammar Study

Teacher-made or

purchased task

cards with varying

levels for in-depth

study of the noun

and noun research

163

•

Language

Arts

Identifies the different types of

adjectives.

Grammar Study

Teacher-made or

purchased task

cards s with varying

levels for in-depth

study of the

adjective and

adjective research

Page 13

Language Arts

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

164

•

Language

Arts

Identifies the different types of

verbs.

Grammar Study

Teacher-made or

purchased task

cards with varying

levels for in-depth

study of the verb

and verb research

165

•

Language

Arts

Identifies the different types of

pronouns.

Grammar Study

Teacher-made or

purchased task

cards with varying

levels for in-depth

study of the

pronoun and

pronoun research

166

•

Language

Arts

Identifies the different types of

adverbs.

Grammar Study

Teacher-made or

purchased task

cards with varying

levels for in-depth

study of the adverb

and adverb research

167

•

Language

Arts

Conjugates common regular

verbs.

Grammar Study

Teacher-made or

purchased task

cards , or student-

driven materials

168

•

Language

Arts

Conjugates common irregular

verbs.

Grammar Study

Teacher-made or

purchased task

cards and student-

driven materials

169

•

Language

Arts

Declines personal pronouns.

Grammar Study

Teacher-made or

purchased task

cards and student-

driven materials

170

•

Language

Arts

Diagrams simple sentences.

Sentence

Diagrams

Teacher-made

material or bought

task cards that

direct students in

these activities

171

•

Language

Arts

Diagrams compound sentences.

Sentence

Diagrams

Teacher-made

material or bought

task cards that

direct students in

these activities

172

•

Language

Arts

Diagrams complex sentences.

Sentence

Diagrams

Teacher-made

material or bought

task cards that

direct students in

these activities

173

•

Language

Arts

Diagrams the main clause and

subordinate clauses in a sentence.

Sentence

Diagrams

Teacher-made

material or bought

task cards that

direct students in

these activities

Page 14

Language Arts

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

174

•

Language

Arts

Diagrams the various

complements in a sentence.

Sentence

Diagrams

Teacher-made

material or bought

task cards that

direct students in

these activities

175

•

Language

Arts

Summarizes the plot of a story.

Reading

Comprehension

Appropriate-Level

Books

176

•

Language

Arts

Names the characters in a story.

Reading

Comprehension

Appropriate-Level

Books

177

•

Language

Arts

Identifies a character’s traits or

behaviors.

Reading

Comprehension

Appropriate-Level

Books

178

•

Language

Arts

Identifies the cause of an event.

Reading

Comprehension

Appropriate-Level

Books

179

•

Language

Arts

Identifies a character’s feelings.

Reading

Comprehension

Appropriate-Level

Books

180

•

Language

Arts

Indicates the chronological order

of events.

Reading

Comprehension

Appropriate-Level

Books

181

•

Language

Arts

Explains the problem that a

character faces and how he/she

resolves it.

Reading

Comprehension

Appropriate-Level

Books

182

•

Language

Arts

Makes reasonable predictions

about what will happen next in a

story.

Reading

Comprehension

Appropriate-Level

Books

183

•

Language

Arts

Identifies the main idea in a short

essay.

Reading

Comprehension

Appropriate-Level

Books

184

•

Language

Arts

Identifies the speakers in a

dialogue.

Reading

Comprehension

Appropriate-Level

Books

185

•

Language

Arts

Identifies and uses compound

words.

Word Study: 2

Teacher-made or

purchased task

cards and student-

driven materials

186

•

Language

Arts

Identifies and uses contractions.

Word Study: 2

Teacher-made or

purchased task

cards and student-

driven materials

Page 15

Language Arts

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

187

•

Language

Arts

Identifies and uses prefixes.

Word Study: 2

Teacher-made or

purchased task

cards and student-

driven materials

188

•

Language

Arts

Identifies and uses suffixes.

Word Study: 2

Teacher-made or

purchased task

cards and student-

driven materials

189

•

Language

Arts

Identifies and uses antonyms.

Word Study: 2

Teacher-made or

purchased task

cards and student-

driven materials

190

•

Language

Arts

Identifies and uses synonyms.

Word Study: 2

Teacher-made or

purchased task

cards and student-

driven materials

191

•

Language

Arts

Identifies and uses homophones.

Word Study: 2

Teacher-made or

purchased task

cards and student-

driven materials

192

•

Language

Arts

Identifies and uses hyphenated

words.

Word Study: 2

Teacher-made or

purchased task

cards and student-

driven materials

193

•

Language

Arts

Identities common acronyms.

Word Study: 2

Teacher-made or

purchased task

cards and student-

driven materials

194

•

Language

Arts

Identifies common contractions.

Word Study: 2

Teacher-made or

purchased task

cards and student-

driven materials

195

•

Language

Arts

Identifies common abbreviations.

Word Study: 2

Teacher-made or

purchased task

cards and student-

driven materials

196

•

Language

Arts

Solves simple crossword puzzles.

Word Study: 2

Teacher-made or

purchased task

cards and student-

driven materials

197

•

Language

Arts

Solves advanced elementary

crossword puzzles .

Word Study: 2

Teacher-made or

purchased task

cards and student-

driven materials

198

•

Language

Arts

Spells words appropriate to level.

Spelling: 1

Teacher-made

materials, purchased

task cards, spelling

books, and/or

student-driven

materials

Page 16

Language Arts

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

199

•

Language

Arts

Spells correctly when writing

simple sentences.

Spelling: 2

Student-driven

material

200

•

Language

Arts

Spells correctly when writing

complex sentences.

Spelling: 2

Student-driven

material

201

•

Language

Arts

Uses a dictionary to check and

correct spelling.

Spelling: 3

Student-driven

material and

dictionary

202

•

Language

Arts

Uses the spell-check feature of

word-processing software to

check and correct spelling.

Spelling: 3

Student-driven

material and word

processing software

203

•

Language

Arts

Follows correct rules of

capitalization: initial words in

sentences.

Mechanics

Teacher-made or

purchased task

cards and student-

driven materials

204

•

Language

Arts

Follows correct rules of

capitalization: proper nouns /

pronoun ‘I’.

Mechanics

Teacher-made or

purchased task

cards and student-

driven materials

205

•

Language

Arts

Follows correct punctuation

rules: sentence endings.

Mechanics

Teacher-made or

purchased task

cards and student-

driven materials

206

•

Language

Arts

Follows correct punctuation

rules: use of the comma.

Mechanics

Teacher-made or

purchased task

cards and student-

driven materials

207

•

Language

Arts

Follows correct punctuation

rules: use of quotation marks.

Mechanics

Teacher-made or

purchased task

cards and student-

driven materials

208

•

Language

Arts

Follows correct punctuation

rules: abbreviations.

Mechanics

Teacher-made or

purchased task

cards and student-

driven materials

209

•

Language

Arts

Follows correct punctuation

rules: punctuating letters and

envelopes.

Mechanics

Teacher-made or

purchased task

cards and student-

driven materials

210

•

Language

Arts

Follows correct punctuation

rules: use of the colon.

Mechanics

Teacher-made or

purchased task

cards and student-

driven materials

211

•

Language

Arts

Follows correct punctuation

rules: use of the semicolon.

Mechanics

Teacher-made or

purchased task

cards and student-

driven materials

Page 17

Language Arts

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

212

•

Language

Arts

Follows correct punctuation

rules: punctuating “formal” letters

and envelopes.

Mechanics

Teacher-made

materials, purchased

task cards, spelling

books, and/or

student-driven

materials

213

•

Language

Arts

Writes logical noun phrases.

Creative Writing

Student-driven

material

214

•

Language

Arts

Writes logical simple sentences.

Creative Writing

Student-driven

material

215

•

Language

Arts

Writes captions for pictures.

Creative Writing

Student-driven

material

216

•

Language

Arts

Writes logical paragraphs.

Creative Writing

Student-driven

material

217

•

Language

Arts

Writes creative short stories.

Creative Writing

Student-driven

material

218

•

Language

Arts

Writes creative longer stories that

follow an organized plot.

Creative Writing

Student-driven

material

219

•

Language

Arts

Writes logical compound

sentences.

Creative Writing

Student-driven

material

220

•

Language

Arts

Writes logical complex sentences.

Creative Writing

Student-driven

material

221

•

Language

Arts

Uses a thesaurus to identify

alternative words.

Creative Writing

Student-driven

material and

thesaurus

222

•

Language

Arts

Writes ‘informal’ letters to friends

and relatives.

Creative Writing

Student-driven

material

223

•

Language

Arts

Writes creative poems.

Creative Writing

Student driven

material

224

•

Language

Arts

Writes ‘formal’ letters to

industries, agencies, or

government officials.

Creative Writing

Student-driven

material

Page 18

Language Arts

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

225

•

Language

Arts

Writes logical three-paragraph

essays within the different essay

genres.

Creative Writing

Student-driven

material

226

•

Language

Arts

Writes simple creative plays.

Creative Writing

Student-driven

material

227

•

Language

Arts

Writes logical five-paragraph

essays within the different essay

genres.

Creative Writing

Student-driven

material

228

•

Language

Arts

Correctly applies rules of

alphabetization: by first letter

only.

Research Skills

Teacher-made or

purchased task

cards and student-

driven materials

229

•

Language

Arts

Correctly apples rules of

alphabetization: by first two

letters.

Research Skills

Teacher-made or

purchased task

cards and student-

driven materials

230

•

Language

Arts

Correctly applies rules of

alphabetization: by entire word.

Research Skills

Teacher-made or

purchased task

cards and student-

driven materials

231

•

Language

Arts

Has developed basic dictionary

skills in locating words.

Research Skills

Teacher-made or

purchased task

cards and student-

driven materials

232

•

Language

Arts

Has developed basic dictionary

skills using guide words.

Research Skills

Teacher-made or

purchased task

cards and student-

driven materials

233

•

Language

Arts

Has developed basic dictionary

skills in understanding the simple

definition of a word.

Research Skills

Teacher-made or

purchased task

cards and student-

driven materials

234

•

Language

Arts

Has developed basic dictionary

skills in understanding the

multiple definitions of a word.

Research Skills

Teacher-made or

purchased task

cards and student-

driven materials

235

•

Language

Arts

Has developed basic dictionary

skills in the understanding of

entry/base words.

Research Skills

Teacher-made or

purchased task

cards and student-

driven materials

236

•

Language

Arts

Has developed basic dictionary

skills in understanding how to

determine the parts of speech of a

word.

Research Skills

Teacher-made or

purchased task

cards and student-

driven materials

237

•

Language

Arts

Determines the number of

syllables in a word.

Research Skills

Teacher-made or

purchased task

cards and student-

driven materials

Page 19

Language Arts

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

238

•

Language

Arts

Uses the encyclopedia to locate

an article under a given heading.

Research Skills

Teacher-made or

purchased task

cards and student-

driven materials

239

•

Language

Arts

Uses the encyclopedia to locate

specific answers to given

questions in an encyclopedia

article.

Research Skills

Teacher-made or

purchased task

cards and student-

driven materials

240

•

Language

Arts

Identifies the key information in

an encyclopedia article.

Research Skills

Teacher-made or

purchased task

cards and student-

driven materials

241

•

Language

Arts

Uses cross-references to seek out

additional information.

Research Skills

Student-driven

material and various

reference materials

242

•

Language

Arts

Locates books that offer

additional information when

researching a subject.

Research Skills

Student-driven

material and various

reference materials

243

•

Language

Arts

Identifies the information on the

title page.

Research Skills

Reference materials

244

•

Language

Arts

Uses the table of contents.

Research Skills

Reference materials

245

•

Language

Arts

Uses the index.

Research Skills

Reference materials

246

•

Language

Arts

Copies information from a book.

Research Skills

Reference materials

247

•

Language

Arts

Paraphrases information taken

from a resource book into a

simple written report.

Research Skills

Reference materials

248

•

Language

Arts

Summarizes information taken

from a resource book into a

written report.

Research Skills

Reference materials

249

•

Language

Arts

Takes subject notes from

reference books, by bullet points

onto note cards.

Research Skills

Reference materials

250

•

Language

Arts

Paraphrases information taken

from bullet-point notes and note

cards.

Research Skills

Student-driven

material

Page 20

Language Arts

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

251

•

Language

Arts

Outlines information.

Research Skills

Student-driven

material

252

•

Language

Arts

Proofreads material to identify

spelling and grammatical errors.

Research Skills

Student-driven

material

253

•

Language

Arts

Knows how to cite references in

a report.

Research Skills

Student-driven

material

254

•

Language

Arts

Knows how to use footnotes in a

report.

Research Skills

Student-driven

material

255

•

Language

Arts

Prepares a bibliography for a

report.

Research Skills

Student-driven

material

256

•

Language

Arts

Uses the research and

composition skills listed above to

consider a given topic in a formal

report, using skills of analysis,

synthesis, and evaluation.

Research Skills,

Writing Skills,

Grammar Skills,

Mechanic Skills

Student-driven

material

257

•

Language

Arts

Reads independently with

enjoyment and appreciation,

selecting titles of personal

interest.

Literature

Appreciation

Reading materials/

student driven

258

•

Language

Arts

Identifies different genre found in

literature.

Literature

Appreciation

Reading materials/

student driven

259

•

Language

Arts

Is able to think and report

analytically about literature.

Literature

Appreciation

Reading materials/

student driven

260

•

Language

Arts

Identifies and describes the

sections of a newspaper.

Literature

Appreciation

Reading materials/

student driven

261

•

Language

Arts

Identifies different genre found in

films.

Film

Appreciation

Documentary and

other Film Media

262

•

Language

Arts

Is able to think and report

analytically about films.

Film

Appreciation

Documentary and

other Film Media

263

•

Language

Arts

Identifies various art styles and

artists.

Art

Appreciation

Interpretation of

Art

Page 21

Language Arts

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

264

•

Language

Arts

Is able to think and report

analytically about art.

Art

Appreciation

Interpretation of

Art

265

•

Language

Arts

Identifies various music styles and

musicians.

Music

Appreciation

Interpretation of

Music

266

•

Language

Arts

Is able to think and report

analytically about music.

Music

Appreciation

Interpretation of

Music

267

•

Language

Arts

Identifies the claims being made

about a product in an

advertisement.

Visual Media

Comprehension

Visual

Media/student

driven

268

•

Language

Arts

Identifies the factual information

that is offered to support these

claims.

Visual Media

Comprehension

Visual

Media/student

driven

269

•

Language

Arts

Identifies the overt or implied

message(s) used in the ad’s

attempt to persuade you to buy.

Visual Media

Comprehension

Visual

Media/student

driven

270

•

Language

Arts

Identifies any illogical

propositions that an advert is

asking the reader to accept.

Visual Media

Comprehension

Visual

Media/student

driven

271

•

Language

Arts

Summarizes the main thrust of a

writer or speaker’s proposition in

either written or oral argument

and debate.

Debate/

Persuasion

Debate/student

driven

272

•

Language

Arts

Identifies the writer or speaker’s

apparent point of view in either

written or oral argument and

debate.

Debate/

Persuasion

Debate/student

driven

273

•

Language

Arts

Identifies the factual information

that the writer or speaker offers

to support his/her proposition in

either written or oral argument

and debate.

Debate/

Persuasion

Debate/student

driven

274

•

Language

Arts

Identifies any illogical arguments

used by the writer or speaker to

promote his/her proposition in

either written or oral argument

and debate.

Debate/

Persuasion

Debate/student

driven

Page 22

Language Arts

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212

941-729-9565 • www.montessori.org

Montessori

THE

FOUNDATION

Scope & Sequence

Curriculum

Understanding the Scope

and Sequence Code ...

Students who learn math by rote often have

no real understanding or ability to put their

skills to use in everyday life. Learning comes

much more easily when they work with con-

crete educational materials that graphically

show what is taking place in a given mathe-

matical process.

Montessori students use hands-on learning

materials that make abstract concepts clear

and concrete. They can literally see and ex-

plore what is going on. The Montessori ap-

proach to teaching mathematics offers a clear

and logical strategy for helping students un-

derstand and develop a sound foundation in

mathematics and geometry.

The Montessori Math curriculum is based on

the European tradition of Unified Math, which

has only recently begun to be incorporated

into the American math curriculum.

Unified Math introduces Elementary students

to the study of the fundamentals of algebra,

geometry, logic, and statistics along with the

principles of arithmetic. This study continues

over the years, weaving together subjects that

traditional schools normally ignore until the

secondary grades.

The concrete Montessori Math materials are

perhaps the best known and most imitated el-

ements of Dr. Montessori’s work. These ele-

gant and simply lovely materials hold a

fascination for most children and adults alike.

They proceed through several levels of abstrac-

tion, beginning with concepts and skills that are

the most basic foundations of mathematics, pre-

sented in the most concrete representation, up

through the advanced concepts of secondary

mathematics, which are represented in increas-

ing levels of abstraction, until the student

grasps them conceptually.

The Math Curriculum

. 2

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212

941-729-9565 • www.montessori.org

How to Read the Code of Dots and Letters Used in the Scope and Sequence:

Montessori does not organize curriculum by the grade level at which topics are to be taught.

We assume that children learn at different paces and learn best in different ways. In most cases,

students in Montessori programs will work on any given skill or concept over several years. We

introduce students to new lessons as soon as they seem to be ready. Likewise, we have a plan

of what Montessori students ought to learn and the age/grade levels at which which we expect

mastery from most students.

Instead of arranging our curriculum by grade level, we organize it by the subsets of concepts

and skills (Strands) and the sequence in which they will be taught. In our Curriculum Scope

and Sequence, to the right of the list of curriculum elements, we use a series of vertical

columns to represent a given span of ages or grades. We use large dots to indicate the age or

grade levels at which we anticipate a given lesson will be presented. Since we do not follow a

grade-by-grade curriculum, the age or grade when a child will actually be ready to begin work

depends on his or her developmental readiness. Our Dot Code is simply a guideline for

Montessori educators.

When viewed in color on a computer, the dots follow a pattern of green, blue, and red, which

is repeated at each Montessori three-year program cycle. The color coding makes it somewhat

easier to see at which age/grade levels we anticipate children will work on concepts or skills.

Normally, students return to work many times over two years or longer before they truly un-

derstand what they have studied and retain it over time.

As you can see by the example above, we expect that the two Math skills shown (items number

25 and 26) will normally be introduced at age four, and we anticipate that children will con-

tinue to work on them over the following year. The “R” shown in the 1st-grade column indi-

cates that we suggest that the teachers ought to review and re-test to see if the child still

understands the concept or skill. In some case the symbol “I” is used to indicate that a child

should be given a first introduction to a concept or skill at a given age/grade level. Students

often work on some concepts and skills over the course of several years.

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Mathematics

Counts to 10 by units using the

Red and Blue Number Rods.

Decimal System:

Number

Concepts

Red and Blue

Number Rods

•

Mathematics

Recognizes numerals from 0 - 9

using the Sandpaper Numerals.

Decimal System:

Number

Concepts

Sandpaper

Numerals

•

Mathematics

Associates the numeral to the

quantity using the Red and Blue

Number Rods and Numeral

Cards.

Decimal System:

Number

Concepts

Red and Blue

Number Rods and

Sandpaper

Numerals

•

Mathematics

Counts to 9 units using separate

units with the Spindle Boxes.

Fundamentals of

the Decimal

System: Number

Concepts: 1

Spindle Boxes

•

Mathematics

Demonstrates an understanding

of Zero as an empty set using the

Spindle Boxes.

Fundamentals of

the Decimal

System: Number

Concepts: 1

Spindle Boxes

•

Mathematics

Represents individual spindles as

sets by binding each quantity

together with green ribbon, tied

in a bow, to form a set of 2, 3, 4,

5 . . . 9 spindles.

Fundamentals of

the Decimal

System: Number

Concepts: 1

Spindle Boxes

•

Mathematics

Counts to 10 by units using the

Cards and Counters.

Fundamentals of

the Decimal

System: Number

Concepts: 1

Cards and Counters

•

Mathematics

Lays out loose numeral cards 1-9

in correct sequence without the

use of a control.

Fundamentals of

the Decimal

System: Number

Concepts: 1

Sequencing

Numeral Cards

•

Mathematics

Lays out counters to indicate the

concept of odd and even.

Fundamentals of

the Decimal

System: Number

Concepts: 1

Cards and Counters

•

Mathematics

Identifies and names odd and

even quantities.

Fundamentals of

the Decimal

System: Number

Concepts: 1

Cards and Counters

•

Mathematics

Identifies and names quantities 1,

10, 100 and 1,000 using the

Golden Beads.

Fundamentals of

the Decimal

System:

Introduction to

Place: Value

Introduction to the

Golden Beads Set

•

Mathematics

Identifies and names numerals for

1, 10, 100, 1,000 using the Color-

Coded Number Cards.

Decimal System:

Introduction to

Place Value: 1

Color-Coded

Number Cards

Page 1

Mathematics

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Mathematics

Associates numeral to quantity 1,

10, 100, 1,000.

Decimal System:

Introduction to

Place Value: 1

Golden Beads and

Number Cards

•

Mathematics

Identifies and names quantities

from 1 to 9,999 using the Golden

Beads.

Decimal System:

Introduction to

Place Value: 1

Golden Beads

•

Mathematics

Identifies and names numerals

from one to 9 999 using the

Color-Coded Number Cards

according to place value.

Decimal System:

Introduction to

Place Value: 1

Color-Coded

Number Cards

•

Mathematics

Associates numeral and quantity

one to 9,999 using the Golden

Beads and Color -Coded Number

Cards.

Decimal System:

Introduction to

Place Value: 1

Golden Beads and

Number Cards

•

Mathematics

Demonstrates awareness and

understanding of Zero as a place

holder.

Decimal System:

Introduction to

Place Value: 1

Golden Beads and

Number Cards

•

Mathematics

Associates quantities 1 - 9 with

the bars of the Colored Bead

Stair.

Fundamentals of

the Decimal

System: Number

Concepts: 2

Colored Bead Stair

•

Mathematics

Constructs, identifies, and names

the quantities from 11 to 19

(using correct names eleven,

twelve, etc.) by using the Golden

Bead Ten Bars, and the Colored

Bead Stair.

Fundamentals of

the Decimal

System: Number

Concepts: 2

Ten Bead Bars and

Colored Bead Stair

•

Mathematics

Constructs, identifies and names

the numerals from 11 to 19 by

units using the Teen Board.

Fundamentals of

the Decimal

System: Number

Concepts: 2

Teen Board

•

Mathematics

Associates quantities and

numerals 11 - 19 using the Teen

Boards, Golden Bead Ten Bars,

and Colored Bead Stair.

Fundamentals of

the Decimal

System: Number

Concepts: 2

Teen Board, Ten

Bead Bars and

Colored Bead Stair

•

Mathematics

Constructs, identifies, and names

the quantities from 11 to 99

(using correct names eleven,

twelve, etc.) by using the Golden

Bead Ten Bars and the Golden

Unit Beads.

Fundamentals of

the Decimal

System: Number

Concepts: 2

Golden Bead

Materials

•

Mathematics

Identifies that one more than

nine takes the number to the next

ten.

Fundamentals of

the Decimal

System: Number

Concepts: 2

Ten Board and

Golden Beads

•

Mathematics

Associates quantity with

numerals, using correct names, 11

to 99 by using the Ten Boards,

Golden Bead Ten Bars, and the

Golden Unit Beads.

Fundamentals of

the Decimal

System: Number

Concepts: 2

Ten Board, Ten

Bead Bars, and Unit

Beads

Page 2

Mathematics

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Mathematics

Demonstrates an understanding

of the concept of change between

hierarchies, using additive

quantities with Golden Bead

Materials.

Fundamentals of

the Decimal

System: Number

Concepts: 2

Golden Bead

Materials

•

Mathematics

Constructs, identifies, and names

the quantity (naming correctly

from left to right), up to 9,999,

represented by an assembly of

Golden Beads.

Decimal System:

Introduction to

Place Value: 2

Constructing

Quantities with the

Golden Beads and

Number Cards

•

Mathematics

Constructs, identifies, and names

the numerals (naming correctly

from left to right), up to 9,999,

represented by the Colored

Numeral Cards.

Decimal System:

Introduction to

Place Value: 2

Reading Quantities

Constructed with

the Golden Beads

and Number Cards

•

Mathematics

Counts from 1 to 100 by units,

recognizing the printed numerals

on the Number Srrows, using the

100 Chain.

Fundamentals of

the Decimal

System: Number

Concepts: 3

The Hundred Chain

and Arrows

•

Mathematics

Recognizes that 100 is the square

of 10.

Fundamentals of

the Decimal

System: Number

Concepts: 3

The Hundred Chain

and Arrows

•

Mathematics

Counts from 1 to 100 by units,

recognizing the printed numerals,

using the Hundred Board.

Fundamentals of

the Decimal

System: Number

Concepts: 3

The Hundred

Board

•

Mathematics

Recognizes patterns in numbers

that are not in linear formation.

Fundamentals of

the Decimal

System: Number

Concepts: 3

The Hundred

Board

•

Mathematics

Counts from 1 to 1,000 by units,

recognizing the printed numerals

on the Number Arrows, using the

1,000 Chain.

Fundamentals of

the Decimal

System: Number

Concepts: 3

The Thousand

Chain and Arrows

•

Mathematics

Counts linearly by units, using the

Bead Chains of the squares of the

numbers 2, 3, 4, 5, 6, 7, 8, 9, and

10.

Fundamentals of

the Decimal

System: Number

Concepts: 3

Counting the Bead

Chains by Units

•

Mathematics

Skip counts by 2’s, 5’s, and 10’s

using the Bead Chains.

Fundamentals of

the Decimal

System: Number

Concepts: 3

Skip Counting by

2’s, 5’s, and 10’s

using the Bead

Chains and Number

Rolls

•

Mathematics

Skip counts by 3’s, 4’s, and 6’s

using the Bead Chains.

Fundamentals of

the Decimal

System: Number

Concepts: 3

Skip Counting by

3’s, 4’s, and 6’s

using the Bead

Chains and Number

Rolls

Page 3

Mathematics

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Mathematics

Skip counts by 7’s, 8’s, and 9’s

using the Bead Chains.

Fundamentals of

the Decimal

System: Number

Concepts: 3

Skip Counting by

7’s, 8’s, and 9’s

using the Bead

Chains and Number

Rolls

•

Mathematics

Recognizes and identify written

numbers up to 999,999,999.

Decimal System:

Introduction to

Place Value: 3

Numeral Cards

•

Mathematics

Recognizes and identify written

numbers up to 999,999,999,999.

Decimal System:

Introduction to

Place Value: 3

Numeral Cards

•

Mathematics

Recognizes and identify quantities

up to 999,999,999,999,999.

Decimal System:

Introduction to

Place Value: 3

Numeral Cards

•

Mathematics

Adds two single-digit numbers,

where the sum is less than 11,

using the Red and Blue Number

Rods.

Math

Operations:

Static Addition:

Red and Blue

Number Rods

•

Mathematics

Adds quantities of up to four-

digit addends, without

exchanging, using the Golden

Beads.

Math

Operations:

Static Addition:

Golden Bead

Materials

•

Mathematics

Adds quantities of up to four-

digit addends, with exchanging,

using the Golden Beads.

Math

Operations:

Static Addition:

Golden Bead

Materials

•

Mathematics

Adds quantities of up to four-

digit addends, without

exchanging, using the Stamp

Game.

Math

Operations:

Static Addition:

Stamp Game

•

Mathematics

Adds quantities of up to four-

digit addends, with exchanging,

using the Stamp Game.

Math

Operations:

Dynamic

Addition: 2

Stamp Game

•

Mathematics

Adds quantities of up to four-

digit addends, without

exchanging, using the Small Bead

Frame.

Math

Operations:

Static Addition:

Small Bead Frame

•

Mathematics

Adds quantities of up to four-

digit addends, without

exchanging, using the Large Bead

Frame.

Math

Operations:

Static Addition:

Large Bead Frame

•

Mathematics

Adds quantities of up to four-

digit addends, with exchanging,

using the Dot Board,where the

sum is less than 9,999.

Math

Operations:

Dynamic

Addition: 3

Dot Board

Page 4

Mathematics

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Mathematics

Adds two seven-digit addends,

without exchanging, using the

Large Bead Frame.

Math

Operations:

Static Addition

of Seven-Digit

Addends: 1

Large Bead Frame

•

Mathematics

Adds two seven-digit addends,

with exchanging, using the Large

Bead Frame.

Math

Operations:

Dynamic

Addition of

Seven-Digit

Addends: 1

Large Bead Frame

•

Mathematics

Demonstrates knowledge of

addition facts for two addends

between 1-10, using the Snake

Game.

Exercises

Leading to the

Memorization of

Math Facts:

Addition: 1

Snake Game

•

Mathematics

Demonstrates knowledge of

addition facts for two addends

between 1-10, using the Colored

Bead Bars.

Exercises

Leading to the

Memorization of

Math Facts:

Addition: 2

Colored Bead Bars

•

Mathematics

Demonstrates knowledge of

addition facts for two addends,

the sum of which is no larger

than 10, using the Addition Strip

Board.

Exercises

Leading to the

Memorization of

Math Facts:

Addition: 3

Addition Strip

Board

•

Mathematics

Demonstrates knowledge of

addition facts for two addends

between 1-10, using the Addition

Charts.

Exercises

Leading to the

Memorization of

Math Facts:

Addition: 4

Addition Charts

•

Mathematics

Demonstrates knowledge of

addition facts for two addends

between 1-10, without

manipulatives.

Exercises

Leading to the

Memorization of

Math Facts:

Addition: 5

Abstraction - could

be demonstrated by

using Stamp Game,

Golden Beads and

the like, or pencil

and paper

•

Mathematics

Using the Bead Bars,

demonstrates that, when adding

any two numbers, the order of

the addends can be changed and

the total remains the same (2 + 4

= 6 or 4 + 2 = 6).

Associative and

Commutative

Properties of

Addition

Bead Bars

•

Mathematics

Solves missing addends in

addition problems involving two

addends between 1 and 10, using

the Bead Bars.

Missing

Addends: 1

Bead Bars

•

Mathematics

Demonstrates ability to solve

missing addends in addition

problems involving two addends

between 1 and 10, without

manipulatives, using only Flash

Cards.

Missing

Addends: 2

Abstraction: Flash

Cards or similar

Page 5

Mathematics

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Mathematics

Demonstrates ability to solve

addition problems with two

addends totaling up to 9,999,

without the use of concrete

manipulative materials.

The Passage to

Abstraction:

Addition: 1

Golden Beads,

Stamp Game, Bead

Frames

•

Mathematics

Demonstrates ability to solve

addition problems with multiple

addends up to 9,999,999, without

the use of concrete manipulative

materials.

The Passage to

Abstraction:

Addition: 2

Abstraction: Pencil

and paper

•

Mathematics

Subtracts two four-digit numbers,

without exchanging, using the

Golden Beads .

Math

Operations:

Static

Subtraction: 1

Golden Bead

Materials

•

Mathematics

Subtracts two four-digit numbers,

without exchanging, using the

Stamp Game.

Math

Operations:

Static

Subtraction: 2

Stamp Game

•

Mathematics

Subtracts two four-digit numbers,

without exchanging, using the

Small Bead Frame.

Math

Operations:

Static

Subtraction: 3

Small Bead Frame

•

Mathematics

Subtracts two four-digit numbers,

with exchanging, using the

Golden Beads.

Math

Operations:

Dynamic

Subtraction: 1

Golden Bead

Materials

•

Mathematics

Subtracts two four-digit numbers,

with exchanging, using the Stamp

Game.

Math

Operations:

Dynamic

Subtraction: 2

Stamp Game

•

Mathematics

Subtracts two four-digit numbers,

with exchanging, using the Small

Bead Frame.

Math

Operations:

Dynamic

Subtraction: 3

Small Bead Frame

•

Mathematics

Subtracts one seven-digit number

from another, without

exchanging, using the Golden

Beads.

Math

Operations:

Static

Subtraction of

One Seven-Digit

Quantity from

Another: 1

Golden Bead

Materials

•

Mathematics

Subtracts one seven-digit number

from another, without

exchanging, using the Large Bead

Frame.

Math

Operations:

Static

Subtraction of

One Seven-Digit

Quantity from

Another: 2

Large Bead Frame

Page 6

Mathematics

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Mathematics

Subtracts one seven-digit number

from another, with exchanging,

using the Large Bead Frame.

Math

Operations:

Dynamic

Subtraction of

One Seven-Digit

Quantity from

Another: 1

Large Bead Frame

•

Mathematics

Demonstrates knowledge of

subtraction facts for two

quantities between 1-18, using the

Subtraction Strip Board.

Exercises

Leading to the

Memorization of

Math Facts:

Subtraction: 1

Subtraction Strip

Board

•

Mathematics

Demonstrates knowledge of

subtraction facts for two

quantities between 1-18, using the

Subtraction Charts.

Exercises

Leading to the

Memorization of

Math Facts:

Subtraction: 2

Subtraction Charts

•

Mathematics

Demonstrates knowledge of

subtraction facts for two

quantities between 1-18, using the

Negative Snake Game.

Exercises

Leading to the

Memorization of

Math Facts:

Subtraction: 3

Negative Snake

Game

•

Mathematics

Determines the missing factor in

a simple subtraction equation that

is written, using the Bead Bars:

15 - ___ = 8.

Exercises

Leading to the

Memorization of

Math Facts:

Subtraction: 4

Bead Bars

•

Mathematics

Identifies the missing factor in a

simple subtraction equation

abstractly.

Exercises

Leading to the

Memorization of

Math Facts:

Subtraction: 5

Abstraction - could

be demonstrated by

using Stamp Game,

Golden Beads and

the like, or pencil

and paper

•

Mathematics

Solves a written subtraction

problem without the use of any

concrete manipulative learning

materials - numbers up to four

digits.

The Passage To

Abstraction:

Subtraction: 1

Abstraction - could

be demonstrated by

using Stamp Game,

Golden Beads and

the like, or pencil

and paper

•

Mathematics

Solves a written subtraction

problem without the use of any

concrete manipulative learning

materials - numbers up to seven

digits.

The Passage To

Abstraction:

Subtraction: 2

Abstraction:

Pencil and

Paper

•

Mathematics

Multiplies a quantity using a

single-digit multiplier, using the

Golden Beads.

Math

Operations:

Multiplication: 1

Golden Bead

Materials

•

Mathematics

Multiplies a quantity using a

single-digit multiplier, using the

Stamp Game.

Math

Operations:

Multiplication: 2

Stamp Game

Page 7

Mathematics

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Mathematics

Multiplies a quantity using a

single-digit multiplier, using the

Small Bead Frame.

Math

Operations:

Multiplication: 3

Small Bead Frame

•

Mathematics

Multiplies a quantity using a

single-digit multiplier using the

Large Bead Frame.

Math

Operations:

Multiplication: 4

Large Bead Frame

•

Mathematics

Multiplies a seven-digit number

by a single-digit multiplier, using

the Golden Beads.

Math

Operations:

Multiplication: 5

Golden Bead

Materials

•

Mathematics

Multiplies a seven-digit number

by a single-digit multiplier, using

the Peg Board.

Math

Operations:

Multiplication: 6

Peg Board

•

Mathematics

Multiplies a seven-digit number

by a single-digit multiplier, using

the Multiplication Checkerboard.

Math

Operations:

Multiplication: 7

Multiplication

Checkerboard

•

Mathematics

Multiplies a seven-digit number

by a single-digit multiplier using

the Flat Bead Frame.

Math

Operations:

Multiplication: 8

Flat Bead Frame

•

Mathematics

Multiplies a seven-digit number

by a two-digit multiplier, using

the Golden Beads.

Math

Operations:

Multiplication: 9

Golden Bead

Materials

•

Mathematics

Multiplies a seven-digit number

by a two-digit multiplier, using

the Stamp Game.

Math

Operations:

Multiplication:

Stamp Game

•

Mathematics

Multiplies a seven-digit number

by a two-digit multiplier, using

the Peg Board.

Math

Operations:

Multiplication:

Peg Board

•

Mathematics

Multiplies a seven-digit number

by a two-digit multiplier, using

the Large Bead Frame.

Math

Operations:

Multiplication:

Large Bead Frame

•

Mathematics

Multiplies a seven-digit number

by a two-digit multiplier, using

the Multiplication Checkerboard.

Math

Operations:

Multiplication:

Multiplication

Checkerboard

•

Mathematics

Multiplies a seven-digit number

by a two-digit multiplier, using

the Flat Bead Frame.

Math

Operations:

Multiplication:

Flat Bead Frame

•

Mathematics

Demonstrates a knowledge of

multiplication using the Junior

Bank Game.

Math

Operations:

Multiplication:

Junior Bank Game

Page 8

Mathematics

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Mathematics

Solves a written multiplication

problem using multi-digit

multipliers, with the use of

concrete materials.

Math

Operations:

Multiplication:

Abstraction - could

be demonstrated by

using Stamp Game,

Bead Frames, Peg

Board,

Checkerboard, and

the like

•

Mathematics

Demonstrates a knowledge of

multiplication facts using the

Bead Chains.

Exercises

Leading to the

Memorization of

Math Facts:

Multiplication: 1

Bead Chains

•

Mathematics

Demonstrates a knowledge of

multiplication facts using the

Bead Bars.

Exercises

Leading to the

Memorization of

Math Facts:

Multiplication: 2

Bead Bars

•

Mathematics

Demonstrates a knowledge of

multiplication facts using the

Multiplication Charts.

Exercises

Leading to the

Memorization of

Math Facts:

Multiplication: 3

Multiplication

Charts

•

Mathematics

Demonstrates a knowledge of

multiplication facts by working

with the Decanomial.

Exercises

Leading to the

Memorization of

Math Facts:

Multiplication: 4

Decanomial

•

Mathematics

Identifies the missing factor in a

simple equation using the Bead

Bars.

Exercises

Leading to the

Memorization of

Math Facts:

Multiplication: 1

Bead Bars

•

Mathematics

Identifies the missing factor in a

simple equation using Card Sets.

Exercises

Leading to the

Memorization of

Math Facts:

Multiplication: 2

Card Sets

•

Mathematics

Solves a written multiplication

problem by multiplying numbers

up to four digits by a single-digit

multiplier.

The Passage to

Abstraction:

Multiplication: 1

Abstraction:

Pencil and Paper

•

Mathematics

Solves a written multiplication

problem by multiplying numbers

up to seven digits by a single-digit

multiplier.

The Passage to

Abstraction:

Multiplication: 2

Abstraction:

Pencil and Paper

100

•

Mathematics

Solves a written multiplication

problem by multiplying numbers

up to seven digits by a two-digit

multiplier.

The Passage to

Abstraction:

Multiplication: 3

Abstraction:

Pencil and Paper

101

•

Mathematics

Solves a written multiplication

problem by multiplying large

quantities by multi-digit

multipliers.

The Passage to

Abstraction:

Multiplication: 4

Abstraction:

Pencil and Paper

Page 9

Mathematics

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

102

•

Mathematics

Divides a four-digit number by a

single- digit divisor, with no

remainder, using the Golden

Beads.

Math

Operations:

Division

Golden Bead

Materials

103

•

Mathematics

Divides a four-digit number by a

single digit-divisor, with no

remainder, using the Stamp

Game.

Math

Operations:

Division

Stamp Game

104

•

Mathematics

Divides a four-digit number by a

single- digit divisor, with a

remainder, using the Golden

Beads.

Math

Operations:

Division

Golden Bead

Materials

105

•

Mathematics

Divides a four-digit number by a

single- digit divisor, with a

remainder, using the Stamp

Game.

Math

Operations:

Division

Stamp Game

106

•

Mathematics

Divides a four-digit number by a

single- digit divisor, with a

remainder, using the Peg Board.

Math

Operations:

Division

Peg Board

107

•

Mathematics

Divides a four-digit number by a

single- digit divisor, with a

remainder, using the Long

Division Test Tube material.

Math

Operations:

Division

Test Tubes/

Rack & Tubes

108

•

Mathematics

Divides a seven-digit number by a

single- digit divisor, with or

without a remainder, using the

Stamp Game.

Math

Operations:

Division

Stamp Game

109

•

Mathematics

Divides a seven-digit number by a

single- digit divisor, with a

remainder, using the Peg Board.

Math

Operations:

Division

Peg Board

110

•

Mathematics

Divides a seven-digit number by a

single- digit divisor, with a

remainder, using the Long

Division Test Tube material.

Math

Operations:

Division

Test Tubes/

Rack & Tubes

111

•

Mathematics

Divides a seven-digit number by a

two-digit divisor, with or without

a remainder, using the Stamp

Game.

Math

Operations:

Division

Stamp Game

112

•

Mathematics

Divides a seven-digit number by a

two-digit divisor, with or without

a remainder, using the Peg Board.

Math

Operations:

Division

Peg Board

113

•

Mathematics

Divides a seven-digit number by a

two-digit divisor, with a

remainder, using the Long

Division Test Tube material.

Math

Operations:

Division

Test Tubes/

Rack & Tubes

114

•

Mathematics

Divides a seven-digit number by a

three- or four-digit divisor, with

or without a remainder, using the

Stamp Game.

Math

Operations:

Division

Stamp Game

Page 10

Mathematics

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

115

•

Mathematics

Divides a seven-digit number by a

three- or four-digit divisor, with

or without a remainder, using the

Peg Board.

Math

Operations:

Division

Peg Board

116

•

Mathematics

Divides a seven-digit number by a

three- or four-digit divisor, with a

remainder, using the Long

Division Test Tube materials.

Math

Operations:

Division

Test Tubes/

Rack & Tubes

117

•

Mathematics

Demonstrates a knowledge of

division facts with divisors of 1

-10 using the Bead Bars.

Exercises

Leading to the

Memorization of

Math Facts:

Division: 1

Bead Bars

118

•

Mathematics

Demonstrates a knowledge of

division facts with divisors of 1-9

using the Division Board Charts.

Exercises

Leading to the

Memorization of

Math Facts:

Division: 2

Division Board

Charts

119

•

Mathematics

Demonstrates a knowledge of

division facts with divisors of 1-9

using the Unit Division Board.

Exercises

Leading to the

Memorization of

Math Facts:

Division: 3

Unit Division

Board

120

•

Mathematics

Identifies the missing factor in a

simple equation using Card Sets.

Exercises

Leading to the

Memorization of

Math Facts:

Division: 4

Card Sets

121

•

Mathematics

Solves a written division problem

with numbers up to four digits,

divided by a single-digit divisor,

with no remainder.

The Passage to

Abstraction:

Division: 1

Abstraction:

Pencil and Paper

122

•

Mathematics

Solves a written division problem

with numbers up to four digits

divided by a single-digit divisor,

with a remainder.

The Passage to

Abstraction:

Division: 2

Abstraction:

Pencil and Paper

123

•

Mathematics

Solves a written division problem

with numbers up to seven digits,

divided by a single-digit divisor,

with or without a remainder.

The Passage to

Abstraction:

Division: 3

Abstraction:

Pencil and Paper

124

•

Mathematics

Solves a written division problem

with numbers up to seven digits

divided by a two-digit divisor,

with or without a remainder.

The Passage to

Abstraction:

Division: 4

Abstraction:

Pencil and Paper

125

•

Mathematics

Solves a written division problem

with numbers up to seven digits

divided by a three- or four-digit

divisor, with or without a

remainder.

The Passage to

Abstraction:

Division: 5

Abstraction:

Pencil and Paper

126

•

Mathematics

Recognizes common numerals

between two different bead

chains and is able to develop a

definition for multiples.

Exercises

Leading to the

Understanding

of Multiples: 1

Bead Chains

Page 11

Mathematics

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

127

•

Mathematics

Recognizes common numerals

after constructing multiples on

the Peg Board.

Exercises

Leading to the

Understanding

of Multiples: 2

Peg Board

128

•

Mathematics

Constructs multiples on the Peg

Board and identifies at which

number they meet.

Exercises

Leading to the

Understanding

of Multiples: 3

Peg Board

129

•

Mathematics

Identifies common multiples on

the Multiples Chart, using the

colored pencils, which coordinate

with the colors of the Bead Stair.

Exercises

Leading to the

Understanding

of Multiples: 4

Multiples Chart

Bead Stair

130

•

Mathematics

Identifies and describes what a

multiple is and what the LCM

(lowest common multiple) is

when comparing numerals.

Exercises

Leading to the

Understanding

of Multiples: 5

Peg Board,

Multiples Chart

131

•

Mathematics

Explores all the ways to make

two different numerals.

Exercises

Leading to the

Understanding

of Factors: 1

Peg Board

132

•

Mathematics

Explores all the ways to make

two different numerals and can

identify the GCF (greatest

common factor) of both

numerals.

Exercises

Leading to the

Understanding

of Factors: 1

Peg Board

133

•

Mathematics

Recognizes and identifies the

Prime Numbers below 100 using

the Sieve of Eratosthenes.

Exercises

Leading to the

Understanding

of Prime

Numbers: 1

Sieve of

Eratosthenes

134

•

Mathematics

Creates a factor tree and identifies

the prime factors within the

factor tree.

Exercises

Leading to the

Understanding

of Prime

Numbers: 2

Abstraction:

Pencil and Paper

135

•

Mathematics

Creates a factor tree, identifies the

prime factors within the factor

tree, and writes these factors in

exponential notation.

Exercises

Leading to the

Understanding

of Prime

Numbers: 3

Abstraction:

Pencil and Paper

136

•

Mathematics

Creates a factor tree, identifies the

prime factors within the factor

tree, and uses these to identify the

LCM of two numerals.

Exercises

Leading to the

Understanding

of Prime

Numbers: 4

Abstraction:

Pencil and Paper

137

•

Mathematics

Works with and understands the

rules of divisibility for 2’s, 5’s, and

10’s.

Divisibility

Abstraction:

Pencil and Paper

138

•

Mathematics

Works with and understands the

rules of divisibility for 4's, 3's, 6's,

and 9’s.

Divisibility

Abstraction:

Pencil and Paper

Page 12

Mathematics

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

139

•

Mathematics

Recognizes fractions using

Fraction Circles and Symbols.

Exercises

Leading to the

Understanding

of Fractions: 1

Fraction Circles and

Symbols

140

•

Mathematics

Recognizes fractions using

concrete materials other than the

Fraction Circles and Symbols.

Exercises

Leading to the

Understanding

of Fractions: 2

Concrete materials

such as pizzas,

chocolate bars, and

the like

141

•

Mathematics

Recognizes equivalent fractions

equaling one whole, using the

Fraction Circles.

Exercises

Leading to the

Understanding

of Fractions: 3

Fraction Circles

142

•

Mathematics

Recognizes equivalent fractions

equaling one whole, using the

labeled fraction pieces in the

Fraction Circle Box.

Exercises

Leading to the

Understanding

of Fractions: 4

Fraction Circle Box

143

•

Mathematics

Recognizes equivalent fractions

equaling different amounts, using

the labeled fraction pieces in the

Fraction Circle Box.

Exercises

Leading to the

Understanding

of Fractions: 5

Fraction Circle Box

144

•

Mathematics

Recognizes, matches, and labels

equivalent fractions using

concrete material, while following

commands from Task Cards.

Exercises

Leading to the

Understanding

of Fractions: 6

Fraction Circle Box

and Task Cards

145

•

Mathematics

Identifies different ways to write

the numeral 1 in fraction format,

using the fraction pieces in the

Fraction Circle Box.

Exercises

Leading to the

Understanding

of Fractions: 7

Fraction Circle

Box/Pencil and

Paper

146

•

Mathematics

Identifies the numerator and

denominator of a fraction.

Exercises

Leading to the

Understanding

of Fractions: 8

Fraction Circle

Box/Pencil and

Paper

147

•

Mathematics

Identifies that the numeral 1,

written in fraction format (the

Multiplicative Identity), is used to

form equivalent fractions

abstractly.

Exercises

Leading to the

Understanding

of Fractions: 9

Abstraction: Pencil

and paper &

Mortenson Fraction

Materials™, if

available

148

•

Mathematics

Formulates the rule for finding

equivalencies abstractly and is

able to find equivalent fractions

abstractly.

Exercises

Leading to the

Understanding

of Fractions: 10

Abstraction:

Pencil and Paper

149

•

Mathematics

Identifies that equivalent fractions

can be reduced using the

Multiplicative Identity.

Exercises

Leading to the

Understanding

of Fractions: 11

Abstraction: Pencil

and Paper &

Mortenson Fraction

Materials™, if

available

150

•

Mathematics

Formulates the rule for reducing

fractions abstractly and is able to

reduce fractions abstractly.

Exercises

Leading to the

Understanding

of Fractions: 12

Abstraction:

Pencil and Paper

Page 13

Mathematics

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

151

•

Mathematics

Identifies that the Multiplicative

Identity needed to reduce a

fraction is a common factor of

the numerator and denominator

of a fraction.

Exercises

Leading to the

Understanding

of Fractions: 13

Abstraction:

Pencil and Paper

152

•

Mathematics

Identifies that the Multiplicative

Identity needed to reduce a

fraction should be the GCF of

the numerator and denominator

of a fraction, in order to reduce

the fraction completely.

Exercises

Leading to the

Understanding

of Fractions: 14

Abstraction

Pencil and Paper

153

•

Mathematics

Identifies that when the

numerator is larger than the

denominator in a fraction,the

denominator can divide into the

numerator to simplify the

number: 12/6=2 (understanding

that the fraction bar means to

divide).

Exercises

Leading to the

Understanding

of Fractions: 15

Abstraction: Pencil

and Paper &

Fraction Circle Box

154

•

Mathematics

Identifies that the remainder in a

division problem can be

expressed as a fraction, with the

remainder serving as the

numerator and the divisor as the

denominator (understanding that

the fraction bar means to divide).

Exercises

Leading to the

Understanding

of Fractions: 16

Abstraction:

Pencil and Paper

155

•

Mathematics

Identifies and correctly places

fraction labels onto a Number

Line.

Exercises

Leading to the

Understanding

of Fractions: 17

Fraction Number

Lines

156

•

Mathematics

Adds fractions that share a

common denominator, using the

Fraction Circles.

Fraction

Operations:

Common

Denominator: 1

Fraction Circles

157

•

Mathematics

Adds fractions that share a

common denominator, using the

fraction pieces from the Fraction

Circle Box.

Fraction

Operations:

Common

Denominator: 2

Fraction Circle Box

158

•

Mathematics

Adds fractions that share a

common denominator abstractly.

Fraction

Operations:

Common

Denominator: 3

Abstraction:

Pencil and Paper

159

•

Mathematics

Subtracts fractions that share a

common denominator, using the

Fraction Circles.

Fraction

Operations:

Common

Denominator: 4

Fraction Circles

160

•

Mathematics

Subtracts fractions that share a

common denominator, using the

fraction pieces from the Fraction

Circle Box.

Fraction

Operations:

Common

Denominator: 5

Fraction Circle Box

Page 14

Mathematics

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

161

•

Mathematics

Subtracts fractions that share a

common denominator abstractly.

Fraction

Operations:

Common

Denominator: 6

Abstraction:

Pencil and Paper

162

•

Mathematics

Adds fractions that have unlike

denominators, using the fraction

pieces from the Fraction Circle

Box.

Fraction

Operations:

Unlike

Denominator: 1

Fraction Circle Box

163

•

Mathematics

Adds fractions that have unlike

denominators, finding the LCM

of the denominators and working

abstractly.

Fraction

Operations:

Unlike

Denominator: 2

Abstraction:

Pencil and Paper

164

•

Mathematics

Adds fractions that have unlike

denominators, finding the LCM

of the denominators AND

reducing the answer into the

simplest terms.

Fraction

Operations:

Unlike

Denominator: 3

Abstraction:

Pencil and Paper

165

•

Mathematics

Subtracts fractions that have

unlike denominators, using the

fraction pieces from the Fraction

Circle Box.

Fraction

Operations:

Unlike

Denominator: 4

Fraction Circle Box

166

•

Mathematics

Subtracts fractions that have

unlike denominators, finding the

LCM of the denominators and

working abstractly.

Fraction

Operations:

Unlike

Denominator: 5

Abstraction:

Pencil and Paper

167

•

Mathematics

Subtracts fractions that have

unlike denominators, finding the

LCM of the denominators and

reducing the answer into the

simplest terms.

Fraction

Operations:

Unlike

Denominator: 6

Abstraction:

Pencil and Paper

168

•

Mathematics

Multiplies simple fractions by a

whole number, using the fraction

pieces in the Fraction Circle Box.

Fraction

Operations:

Multiplication: 1

Fraction Circle Box

169

•

Mathematics

Multiplies simple fractions by a

whole number by converting the

whole number to a fraction and

working abstractly.

Fraction

Operations:

Multiplication: 2

Abstraction:

Pencil and Paper

170

•

Mathematics

Multiplies two simple fractions

understanding that “of” means

multiplication.

Fraction

Operations:

Multiplication: 3

Abstraction: Pencil

and Paper &

Mortenson Fraction

Materials™,

if available

171

•

Mathematics

Multiplies two simple fractions

abstractly and reduces the answer

into simplest terms.

Fraction

Operations:

Multiplication: 4

Abstraction:

Pencil and Paper

172

•

Mathematics

Multiplies two simple fractions

abstractly and cross-factors to

simplify the process.

Fraction

Operations:

Multiplication: 5

Abstraction:

Pencil and Paper

Page 15

Mathematics

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

173

•

Mathematics

Divides simple fractions by a

whole number, using the fraction

pieces in the Fraction Circle Box

and Skittles.

Fraction

Operations:

Division: 1

Fraction Circle Box

& Skittles

174

•

Mathematics

Divides simple fractions by a

whole number, converting the

whole number to a fraction and

working abstractly.

Fraction

Operations:

Division: 2

Abstraction:

Pencil and Paper

175

•

Mathematics

Divides two simple fractions,

using the Fraction Pieces and

Fraction Skittles, understanding

that the answer will be what one

whole person gets.

Fraction

Operations:

Division: 3

Fraction Circle Box

& Fraction Skittles

176

•

Mathematics

Divides two simple fractions and

recognizes that there is a pattern

that involves multiplying by the

inverse.

Fraction

Operations:

Division: 4

Abstraction:

Pencil and Paper

177

•

Mathematics

Divides two simple fractions

abstractly by multiplying by the

inverse and cross- factoring as

needed.

Fraction

Operations:

Division: 5

Abstraction:

Pencil and Paper

178

•

Mathematics

Adds two mixed-number

fractions (with like or unlike

denominators), using the

fractions from the Fraction Circle

Box.

Fraction

Operations:

Mixed

Number: 1

Fraction Circle Box

179

•

Mathematics

Adds two mixed-number

fractions (with like or unlike

denominators), using the

fractions from the Fraction Circle

Box, and changes the resulting

sum from an improper fraction to

a mixed number if necessary.

Fraction

Operations:

Mixed

Number: 2

Abstraction: Pencil

and Paper &

Fraction Circle Box

180

•

Mathematics

Adds two mixed-number

fractions (with like or unlike

denominators) abstractly and

changes the resulting sum from

an improper fraction to a mixed

number if necessary.

Fraction

Operations:

Mixed

Number: 3

Abstraction:

Pencil and Paper

181

•

Mathematics

Renames the whole-number

minuend and then subtracts two

simple fractions abstractly.

Fraction

Operations:

Mixed

Number: 4

Abstraction: Pencil

and Paper &

Fraction Circle Box

182

•

Mathematics

Subtracts a simple fraction from a

mixed-number fraction (with like

or unlike denominators)

abstractly.

Fraction

Operations:

Mixed

Number: 5

Abstraction:

Pencil and Paper

183

•

Mathematics

Subtracts two mixed-number

fractions (with like or unlike

denominators).

Fraction

Operations:

Mixed

Number: 6

Abstraction:

Pencil and Paper

Page 16

Mathematics

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

184

•

Mathematics

Multiplies a mixed-number

fraction by a fraction abstractly.

Fraction

Operations:

Mixed

Number: 7

Abstraction:

Pencil and Paper

185

•

Mathematics

Multiplies two mixed-number

fractions abstractly.

Fraction

Operations:

Mixed

Number: 8

Abstraction:

Pencil and Paper

186

•

Mathematics

Divides a mixed-number fraction

by a fraction abstractly.

Fraction

Operations:

Mixed

Number: 9

Abstraction:

Pencil and Paper

187

•

Mathematics

Divides two mixed-number

fractions abstractly.

Fraction

Operations:

Mixed

Number: 10

Abstraction:

Pencil and Paper

188

•

Mathematics

Is able to recognize Numeral

Cards and place specific

quantities on Decimal Fraction

Hierarchy Board when teacher

guide or fellow student forms

numerals up to 999,999.

Decimal

Fractions

Concepts:

Nomenclature &

Recognition

Decimal Fraction

Box, Decimal

Fraction Board,

1/10th Fraction

pieces, Montessori

Centesimal Circle,

Whole # Cards

from Bank Game

189

•

Mathematics

Is able to write a quantity as both

a fraction and decimal fraction

when read a quantity, such as:

one-hundredth and so on.

Decimal

Fractions

Concepts:

Nomenclature &

Recognition

Abstraction: Pencil

and Paper &

Numerals and

Hierarchy Board

190

•

Mathematics

Is able to write numerals

containing both whole number

and decimal fractions in

expanded notation, both in words

and using numerals.

Decimal

Fractions

Concepts:

Nomenclature &

Recognition

Abstraction: Pencil

and Paper &

Numerals and

Hierarchy Board

191

•

Mathematics

Is able to record correct numeral

when given number in

exponential format, such as: 1/10

to second power and so on.

Decimal

Fractions

Concepts:

Nomenclature &

Recognition

Abstraction:

Pencil and Paper

192

•

Mathematics

Is able to associate from

observing quantity on Hierarchy

Board the correct numeral and

places correct Numeral Cards

with Beads/Cubes quantity.

Decimal

Fractions

Concepts:

Nomenclature &

Recognition

Hierarchy Board,

Numeral Cards, and

Didactic Quantities

193

•

Mathematics

Is able to form own decimal

fraction numerals, lays out

quantity on Hierarchy Board, and

reads numeral correctly.

Decimal

Fractions

Concepts:

Nomenclature &

Recognition

Hierarchy Board,

Numeral Cards, and

Didactic Quantities

Page 17

Mathematics

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

194

•

Mathematics

Is able to identify decimal

fraction numeral given by another

person, lays out quantity on

Hierarchy Board, and reads

numeral correctly.

Decimal

Fractions

Concepts:

Nomenclature &

Recognition

Hierarchy Board,

Numeral Cards, and

Didactic Quantities

195

•

Mathematics

Is able to look at a written

decimal fraction numeral and

change into a vulgar fraction.

Decimal

Fractions

Concepts:

Decimal

Fraction to

Vulgar Fraction

Abstract: Task

Cards with Written

Decimal Fractions,

Progressing from

Tenths through

Millionths

196

•

Mathematics

Is able to look at a written vulgar

fraction quantity and convert into

a decimal fraction numeral.

Decimal

Fractions

Concepts:

Vulgar Fraction

to Decimal

Fraction

Abstract: Task

Cards with Written

Vulgar Fractions,

Progressing from

Tenths through

Millionths

197

•

Mathematics

Is able to round decimal fractions

to the nearer one (whole number)

using the Hierarchy Board.

Decimal

Fraction

Concepts:

Rounding

Hierarchy Board,

Task Cards,

Abstract Pencil

and Paper

198

•

Mathematics

Is able to round decimal fractions

to the nearer one without using

the Hierarchy Board.

Decimal

Fraction

Concepts:

Rounding

Abstraction:

Pencil and Paper

199

•

Mathematics

Is able to round numbers,

including decimal fraction place

values to the nearer tenth and

hundredth.

Decimal

Fraction

Concepts:

Rounding

Abstraction:

Pencil and Paper

200

•

Mathematics

Is able to round numbers,

including decimal fraction place

values to the nearer thousandth,

ten thousandth, and hundred

thousandth.

Decimal

Fraction

Concepts:

Rounding

Abstraction:

Pencil and Paper

201

•

Mathematics

Is able to round numbers,

including decimal fraction place

values, to the nearer millionth.

Decimal

Fraction

Concepts:

Rounding

Abstraction:

Pencil and Paper

202

•

Mathematics

Is able to place quantities on

Hierarchy Board, add, and record

sum.

Decimal

Fraction

Operations:

Addition: 1

Hierarchy Board,

Numeral Cards and

Didactic Quantities

203

•

Mathematics

Is able to add numbers containing

decimal fractions abstractly (both

static and dynamic addition).

Decimal

Fraction

Operations:

Addition: 2

Abstraction:

Pencil and Paper

204

•

Mathematics

Is able to place quantities on

Hierarchy Board, subtract, and

record the difference.

Decimal

Fraction

Operations:

Subtraction: 1

Hierarchy Board,

Numeral Cards and

Didactic Quantities

Page 18

Mathematics

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

205

•

Mathematics

Is able to subtract numbers

containing decimal fractions

abstractly (both static and

dynamic subtraction).

Decimal

Fraction

Operations:

Subtraction: 2

Abstraction:

Pencil and Paper

206

•

Mathematics

Is able to recognize the

commutative property of

multiplication when multiplying

quantities on the Hierarchy

Board, such as: 10x0.2 and

0.2x10.

Decimal

Fraction

Operations:

Multiplication: 1

Hierarchy Board,

Numeral Cards and

Didactic Quantities

207

•

Mathematics

Is able to multiply decimal

fraction quantities by whole

numbers.

Decimal

Fraction

Operations:

Multiplication: 1

Hierarchy Board,

Numeral Cards and

Didactic Quantities

208

•

Mathematics

Is able to multiply numbers with

a decimal fraction multiplicand

and whole number multiplier

abstractly.

Decimal

Fraction

Operations:

Multiplication: 2

Abstraction:

Pencil and Paper

209

•

Mathematics

Is able to use the Decimal

Fraction Checkerboard to

multiply by a multiplier that has a

value in tenths.

Decimal

Fraction

Operations:

Multiplication: 3

Decimal Fraction

Checkerboard

210

•

Mathematics

Is able to use the Decimal

Fraction Checkerboard to

multiply by a multiplier that has a

value in hundredths.

Decimal

Fraction

Operations:

Multiplication: 3

Decimal Fraction

Checkerboard

211

•

Mathematics

Is able to use the Decimal

Fraction Checkerboard to

multiply by a multiplier that has a

value that includes a whole

number and decimal fraction.

Decimal

Fraction

Operations:

Multiplication: 3

Decimal Fraction

Checkerboard

212

•

Mathematics

Is able to multiply any number by

a decimal fraction or mixed-

number decimal-fraction

multiplier abstractly.

Decimal

Fraction

Operations:

Multiplication

Abstraction:

Pencil and Paper

213

•

Mathematics

Is able to use the Hierarchy

Board and materials to divide a

decimal fraction dividend by a

single-digit whole-number

divisor.

Decimal

Fraction

Operations:

Division: 1

Hierarchy Board,

Numeral Cards,

Didactic Quantities,

and Skittles

214

•

Mathematics

Is able to use the Hierarchy

Board and materials to divide a

decimal fraction dividend by a

double-digit whole-number

divisor.

Decimal

Fraction

Operations:

Division: 2

Hierarchy Board,

Numeral Cards,

Didactic Quantities,

and Skittles

215

•

Mathematics

Is able to divide a decimal-

fraction number by a whole-

number divisor abstractly.

Decimal

Fraction

Operations:

Division: 3

Abstraction:

Pencil and Paper

216

•

Mathematics

Is able to use the Hierarchy

Board and materials to divide a

decimal fraction dividend by a

decimal-fraction divisor.

Decimal

Fraction

Operations:

Division: 4

Hierarchy Board,

Numeral Cards,

Didactic Quantities,

and Skittles

Page 19

Mathematics

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

217

•

Mathematics

Is able to divide a decimal-

fraction number by a decimal-

fraction divisor abstractly.

Decimal

Fraction

Operations:

Division: 5

Abstraction: Pencil

and Paper

218

•

Mathematics

Is able to understand that a ratio

may show a rate and can be

written in two ways: either as a

fraction or as two numbers

separated by a colon and is read

with the word ‘to.’

Ratio Concepts:

Abstraction:

Pencil and Paper

219

•

Mathematics

Is able to read a rate and write it

in both ratio formats and is able

to read the ratio correctly.

Ratio Concepts:

Abstraction:

Pencil and Paper

220

•

Mathematics

Is able to understand that a ratio

may compare to quantities and is

able to create this scenario, write

the comparison in both ratio

formats, and is able to read the

ratio.

Ratio Concepts:

Abstraction:

Pencil and Paper

221

•

Mathematics

Is able to identify equal ratios and

find equivalent ratios, multiplying

by the Multiplicative Identity.

Ratio Concepts:

Abstraction:

Pencil and Paper

222

•

Mathematics

Is able to find equal ratios by

dividing by the Multiplicative

Identity.

Ratio Concepts:

Abstraction:

Pencil and Paper

223

•

Mathematics

Is able to ascertain whether or

not cardinal number ratios are

equivalent by using cross

products: a/b=c/d; then ad=bc.

Cross Products

Abstraction:

Pencil and Paper

224

•

Mathematics

Is able to ascertain whether ratios

containing fractions and/or

decimal fractions are equivalent.

Cross Products

Abstraction:

Pencil and Paper

225

•

Mathematics

Is able to find either the missing

numerator or denominator in a

sequence of equivalent ratios.

Cross Products

Abstraction:

Pencil and Paper

226

•

Mathematics

Is able to understand that a

proportion is a statement of

equality between ratios.

Proportion

Abstraction:

Pencil and Paper

227

•

Mathematics

Is able to identify proportions,

reads appropriately, and identifies

the means and extremes terms.

Proportion

Abstraction:

Pencil and Paper

228

•

Mathematics

Is able to determine if a

proportion is true by using the

means extremes property (cross

products).

Proportion

Abstraction:

Pencil and Paper

Page 20

Mathematics

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

229

•

Mathematics

Is able to determine if a

proportion, written in fraction

terms, is true.

Proportion

Abstraction:

Pencil and Paper

230

•

Mathematics

Is able to determine if a

proportion, written in decimal-

fraction format, is true.

Proportion

Abstraction:

Pencil and Paper

231

•

Mathematics

Is able to determine whether a

true proportion can be set up,

working from a word problem.

Proportion

Abstraction:

Pencil and Paper

232

•

Mathematics

Is able to find the unknown terms

in a proportion, using the means

extremes property.

Proportion

Abstraction:

Pencil and Paper

233

•

Mathematics

Is able to complete a scale

drawing, using knowledge of

proportion and the means

extremes property.

Proportion

Abstraction:

Pencil and Paper

234

•

Mathematics

Understands that a ratio that has

a second term of 100 is called a

‘percent.’

Percentages: 1

Abstraction:

Pencil and Paper

235

•

Mathematics

Expresses ratios in percent terms.

Percentages: 1

Abstraction:

Pencil and Paper

236

•

Mathematics

Is able to express commonly used

ratios, such as:1/3; 1/4; 4/5; 1/6;

3/8; 3/4; 7/8; 1/10; 1/20; and

1/5 in percent terms.

Percentages: 1

Abstraction:

Pencil and Paper

237

•

Mathematics

Is able to express a decimal

fraction in percent terms.

Percentages: 2

Abstraction:

Pencil and Paper

238

•

Mathematics

Is able to express a fraction in

both decimal fraction and percent

terms.

Percentages: 2

Abstraction:

Pencil and Paper

239

•

Mathematics

Is able to express a decimal

fraction in both ratio and percent

terms.

Percentages: 2

Abstraction:

Pencil and Paper

240

•

Mathematics

Is able to express a percent as a

decimal fraction.

Percentages: 2

Abstraction:

Pencil and Paper

241

•

Mathematics

Identifies and names units of

currency.

Working with

Money: 1

Coins and Bills

Reflecting Specific

Currency

Page 21

Mathematics

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

242

•

Mathematics

Is able to count units of currency.

Working with

Money: 1

Coins and Bills

Reflecting Specific

Currency

243

•

Mathematics

Is able to make change with

money.

Working with

Money: 1

Coins and Bills

Reflecting Specific

Currency

244

•

Mathematics

Calculates simple interest on a

loan or savings account.

Working with

Money: 2

Abstraction:

Pencil and Paper

245

•

Mathematics

Converts US currency into a

given foreign currency and vice

versa.

Working with

Money: 2

Abstraction:

Pencil and Paper

246

•

Mathematics

Is able to recognize units of

measure on a straight edge.

Measurement:

Length: 1

Straight Edge with

Demarcations in

Imperial or Metric

Measurements

247

•

Mathematics

Is able to use a straight edge to

determine the length of various

objects.

Measurement:

Length: 1

Straight Edge with

Demarcations in

Imperial or Metric

Measurements

248

•

Mathematics

Is able to round to the nearer unit

when using a straight edge to

measure various objects.

Measurement:

Length: 1

Straight Edge with

Demarcations in

Imperial or Metric

Measurements

249

•

Mathematics

Solves word problems relating to

measurement of length.

Measurement:

Length: 2

Abstraction: Pencil

and Paper and

Straight Edge As

Needed

250

•

Mathematics

Is able to convert between

imperial and metric measurement

using a conversion table.

Measurement:

Length: 2

Abstraction:

Pencil and Paper

251

•

Mathematics

Is able to recognize units of

measure on Balance Scale or the

like.

Measurement:

Weight: 1

Instruments of

Measure Used to

Determine Weight

in Imperial or

Metric Units of

Measure

252

•

Mathematics

Is able to use a variety of

instruments of measure to

determine the weight of various

objects.

Measurement:

Weight: 1

Instruments of

Measure Used to

Determine Weight

in Imperial or

Metric Units of

Measure

253

•

Mathematics

Solves word problems relating to

weight measurement.

Measurement:

Weight: 2

Abstraction: Pencil

and Paper and

Instrument of

Measure as Needed

Page 22

Mathematics

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

254

•

Mathematics

Is able to convert between

imperial and metric measurement

using a conversion table.

Measurement:

Weight: 2

Abstraction:

Pencil and Paper

255

•

Mathematics

Is able to recognize units of

measure on containers used to

determine volume.

Measurement:

Volume: 1

Instruments of

Measure used to

Determine Volume

in Imperial or

Metric Units of

Measure

256

•

Mathematics

Is able to use beakers and

containers, used for measuring

volume, to determine volume.

Measurement:

Volume: 1

Instruments of

Measure used to

Determine Volume

in Imperial or

Metric Units of

Measure

257

•

Mathematics

Is able to apply knowledge of

volume in practical applications,

such as cooking, science, and the

like.

Measurement:

Volume: 2

Instruments of

Measure used to

Determine Volume

in Imperial or

Metric Units of

Measure

258

•

Mathematics

Solves word problems relating to

volumic measurement.

Measurement:

Volume: 2

Instruments of

Measure used to

Determine Volume

in Imperial or

Metric Units of

Measure and

Abstraction: Pencil

and Paper

259

•

Mathematics

Is able to convert between

imperial and metric measurement

using a conversion table.

Measurement:

Volume: 2

Abstraction:

Pencil and Paper

260

•

Mathematics

Is able to recognize units of

measure on a thermometer.

Measurement:

Thermic: 1

Instruments of

Measure Used to

Determine Thermic

Measurement in

Imperial or Metric

Units of Measure

261

•

Mathematics

Is able to use a thermometer to

measure temperature.

Measurement:

Thermic: 1

Instruments of

Measure Used to

Determine Thermic

Measurement in

Imperial or Metric

Units of Measure

262

•

Mathematics

Is able to apply knowledge of

thermic measurement in practical

applications, such as science,

cooking, and the like.

Measurement:

Thermic: 1

Instruments of

Measure Used to

Determine Thermic

Measurement in

Imperial or Metric

Units of Measure

and Abstraction:

Paper and Pencil

Page 23

Mathematics

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

263

•

Mathematics

Solves word problems relating to

thermic measurement.

Measurement:

Thermic: 2

Instruments of

Measure Used to

Determine Thermic

Measurement in

Imperial or Metric

Units of Measure

and Abstraction:

Paper and Pencil

264

•

Mathematics

Is able to convert between

imperial and metric measurement

using a conversion table.

Measurement:

Thermic: 2

Instruments of

Measure Used to

Determine Thermic

Measurement in

Imperial or Metric

Units of Measure

and Abstraction:

Paper and Pencil

265

•

Mathematics

Reads graphs and draws

conclusions and inferences from

the graphically displayed

information.

Graphs: 1

Various types of

Graphs, Such As:

Picture Gaphs,

Circle Graphs (Pie

Charts), Bar graphs,

Line Graphs and

Scatter

Distributions

266

•

Mathematics

Prepares various graphs from

written data.

Graphs: 2

Various types of

Graphs, Such As:

Picture Gaphs,

Circle Graphs (Pie

Charts), Bar graphs,

Line Graphs and

Scatter

Distributions

267

•

Mathematics

Understands and can prepare pie

charts (circle graphs) using

percents.

Graphs: 3

Pie Charts

268

•

Mathematics

Redraws graphs using a different

scale.

Graphs: 4

Various types of

Graphs, Such As:

Picture Gaphs,

Circle Graphs (Pie

Charts), Bar graphs,

Line Graphs and

Scatter

Distributions

269

•

Mathematics

Is able to use information to

tabulate data.

Graphs: 5

Data Information,

Abstraction: Paper

and Pencil, Tables

270

•

Mathematics

Understands the values within the

quadrants in coordinate graphs.

Graphs: 6

Coordinate Graphs

Page 24

Mathematics

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

271

•

Mathematics

Is able to follow coordinate

directions to complete a picture

made by coordinates.

Graphs: 6

Coordinate Graphs

272

•

Mathematics

Identifies the location of a given

ordered pair on a grid.

Graphs: 6

Coordinate Graphs

273

•

Mathematics

Is able to identify an ordered pair

when given a location on a grid.

Graphs: 6

Coordinate Graphs

274

•

Mathematics

Locates points for given

coordinates and names the

coordinates of a given point in

any of the four quadrants.

Graphs: 6

Coordinate Graphs

275

•

Mathematics

Understands that in mathematics

many predications can be made

and are determined by data

collected in a variety of ways; the

lesson difficulties will progress

each year.

Probability

Various Teacher-

Made Materials and

Preferably a Kit

with Dice, Pinners

and Didactic

Materials

276

•

Mathematics

Is able to find the average

between a set of numbers

concretely.

Statistics: 1

Materials that Can

Be Used to Show

Averages

277

•

Mathematics

Is able to find the average of a set

of numbers abstractly.

Statistics: 1

Abstraction:

Paper and Pencil

278

•

Mathematics

Understands the terms:

mean,

mode, median.

Statistics: 2

Data Information,

Abstraction: Paper

and Pencil

279

•

Mathematics

Determines the mean for given

data.

Statistics: 2

Abstraction:

Paper and Pencil

280

•

Mathematics

Identifies the mean on a graph.

Statistics: 2

Abstraction:

Paper and Pencil

281

•

Mathematics

Determines the mode for given

data.

Statistics: 3

Abstraction: Paper

and Pencil

282

•

Mathematics

Identifies the mode on a graph.

Statistics: 3

Abstraction: Paper

and Pencil

283

•

Mathematics

Determines the median for given

data.

Statistics: 4

Abstraction:

Pencil and Paper

Page 25

Mathematics

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

284

•

Mathematics

Identifies the median on a

distribution table.

Statistics: 4

Abstraction:

Paper and Pencil

285

•

Mathematics

Constructs a frequency table.

Statistics: 5

Abstraction:

Paper and Pencil

286

•

Mathematics

Is familiar with the relationships

between simple quantities of

equal value: Equal To (=).

Inequalities: 1

Abstraction:

Paper and Pencil

287

•

Mathematics

Is familiar with the relationships

between simple quantities where

one is greater than the other:

Greater Than (>).

Inequalities: 1

Abstraction:

Paper and Pencil

288

•

Mathematics

Is familiar with the relationships

between simple quantities where

one is less than the other: Less

Than (<).

Inequalities: 1

Abstraction:

Paper and Pencil

289

•

Mathematics

Is familiar and works with equal

relationships between quantities

involving multiple operations:

3x2=3+3.

Inequalities: 2

Abstraction:

Paper and Pencil

290

•

Mathematics

Is familiar and works with

relationships between quantities

involving multiple operations,

where one is greater than the

other: 3x4>3+4.

Inequalities: 2

Abstraction:

Paper and Pencil

291

•

Mathematics

Is familiar and works with

relationships between quantities

involving multiple operations,

where one is less than the other:

2x5<9-5.

Inequalities: 2

Abstraction:

Paper and Pencil

292

•

Mathematics

Is able to work concretely with

the Negative Snake Game in

working with negative numbers.

Negative

Numbers: 1

Negative Snake

Game

293

•

Mathematics

Is able to recognize unsigned

numbers represent positive

numbers and that negative

numbers are to the left of zero on

the number line.

Negative

Numbers: 2

Number Line with

Positive and

Negative Numbers

in Numerical Order

294

•

Mathematics

Is able to determine that the same

count is used when determining

the distance for opposite pairs of

numbers to zero: both numbers

are equidistant to zero (absolute

value).

Negative

Numbers: 2

Number Line with

Positive and

Negative Numbers

in Numerical Order

Page 26

Mathematics

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

295

•

Mathematics

Is able to name additive inverses

for positive and negative

numbers.

Negative

Numbers: 3

Number Line with

Positive and

Negative Numbers

in Numerical Order

and Abstraction:

Paper and Pencil

296

•

Mathematics

Is able to add and subtract

positive and negative numbers.

Negative

Numbers: 4

Abstraction:

Paper and Pencil

297

•

Mathematics

Is able to multiply positive and

negative numbers.

Negative

Numbers: 4

Abstraction:

Paper and Pencil

298

•

Mathematics

Is able to name reciprocals for

positive and negative numbers.

Negative

Numbers: 5

Abstraction:

Paper and Pencil

299

•

Mathematics

Is able to divide positive and

negative numbers.

Negative

Numbers: 5

Abstraction:

Paper and Pencil

300

•

Mathematics

Simplifies expressions using two

or more operations and positive

and negative numbers.

Negative

Numbers: 6

Abstraction:

Paper and Pencil

301

•

Mathematics

Recognizes how a negative

exponent effects the value of a

number.

Negative

Numbers: 7

Abstraction:

Pencil and Paper

302

•

Mathematics

Is able to solve equations that use

exponents with positive and

negative values.

Negative

Numbers: 7

Abstraction:

Pencil and Paper

303

•

Mathematics

Is able to recognize that any

number to the second power

makes a square using the Bead

Chains.

Squaring of

Numbers: 1

Bead

Chains/Cabinet

304

•

Mathematics

Is able to create squares using the

Bead Bars.

Squaring of

Numbers: 1

Bead Bars

305

•

Mathematics

Is able to create squares of

numbers on the Peg Board that

have a value greater than 10.

Squaring of

Numbers: 2

Peg Board

306

•

Mathematics

Is able to calculate the square of a

binomial using the Montessori

Square Guides.

Squaring of

Numbers: 3

Montessori Square

Guides and

Abstraction: Paper

and Pencil

307

•

Mathematics

Is able to calculate the square of a

binomial using algebraic

nomenclature.

Squaring of

Numbers: 4

Abstraction:

Paper and Pencil

Page 27

Mathematics

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

308

•

Mathematics

Is able to calculate the square of a

trinomial using algebraic

nomenclature.

Squaring of

Numbers: 4

Abstraction:

Paper and Pencil

309

•

Mathematics

Is able to recognize that any

number to the third power makes

a cube.

Cubing of

Numbers: 1

Bead

Chains/Cabinet

310

•

Mathematics

Is able to recognize that any

number to the third power makes

a cube using the Cubing Material.

Cubing of

Numbers: 1

Cubing Material

311

•

Mathematics

Is able to calculate the cube of

the binomial by using the

Binomial Square Guide and

Beads from the Bead Cabinet and

then analyzing abstractly.

Cubing of

Numbers: 2

Binomial Square

Guide, Beads from

Bead Cabinet and

Abstraction: Paper

and Pencil

312

•

Mathematics

Is able to build a new cube from

an existing cube; for example, 4

cubed to 5 cubed, analyze the

work and record the procedure.

Cubing of

Numbers: 2

Cubing Material and

Abstraction: Paper

and Pencil

313

•

Mathematics

Is able to move from 4 cubed to

7 cubed; for example, analyzing

the work using the algebraic

formula.

Cubing of

Numbers: 2

Binomial Cube

Guide, Binomial

Cube and Algebraic

Formula

314

•

Mathematics

Is able to calculate the Cube of

the Binomial abstractly.

Cubing of

Numbers: 3

Abstraction:

Paper and Pencil

315

•

Mathematics

Is able to calculate the Cube of a

Trinomial abstractly.

Cubing of

Numbers: 3

Abstraction:

Paper and Pencil

316

•

Mathematics

Is able to calculate the square

root of a binomial by using the

Golden Beads and reading the

side of the square.

Square Roots: 1

Golden Beads

317

•

Mathematics

Is able to read the side of a square

to determine the square root

when working with the Peg

Board.

Square Roots: 1

Peg Board

318

•

Mathematics

Is able to calculate the square

roots of binomials.

Square Roots: 2

Abstraction:

Paper and Pencil

319

•

Mathematics

Is able to calculate the square

root of trinomials.

Square Roots: 2

Abstraction:

Paper and Pencil

320

•

Mathematics

Is able to recognize and calculate

cube roots from working with the

Cubing Material.

Cube Roots: 1

Cubing Material

Page 28

Mathematics

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

321

•

Mathematics

Is able to calculate the cube root

of a binomial.

Cube Roots: 2

Abstraction:

Paper and Pencil

322

•

Mathematics

Is able to calculate the cube root

of a trinomial.

Cube Roots: 2

Abstraction:

Paper and Pencil

323

•

Mathematics

Is able to recognize that the cube

is made from 2 to the 9th power.

Exponents: 1

Power of Two

Cube

324

•

Mathematics

Is able to recognize that the

chains are powers of the specified

number.

Exponents: 1

Bead

Chains/Cabinet

325

•

Mathematics

Is able to recognize that the bars

can form powers of the specified

number.

Exponents: 1

Bead Bars

326

•

Mathematics

Is able to evaluate base numbers

with positive and negative

exponents.

Exponents: 2

Abstraction:

Paper and Pencil

327

•

Mathematics

Converts large whole numbers to

scientific notation.

Scientific

Notation

Abstraction:

Paper and Pencil

328

•

Mathematics

Converts very small decimal

fractions to scientific notation.

Scientific

Notation

Abstraction:

Paper and Pencil

329

•

Mathematics

Is able to recognize that numbers

can be worked in different bases.

Bases: 1

Teacher-Made

Materials and Bead

Bars

330

•

Mathematics

Is able to count accurately in

different bases.

Bases: 1

Teacher-Made

Materials and Bead

Bars

331

•

Mathematics

Is able to add using different

bases.

Bases: 2

Teacher-Made

Materials and Bead

Bars

332

•

Mathematics

Is able to convert from a base to

base 10.

Bases: 3

Teacher-Made

Materials and Bead

Bars

333

•

Mathematics

Recognizes and finds the value of

irrational numbers such as: √2

and π.

Irrational

Numbers

Abstraction: Paper

and Pencil

Page 29

Mathematics

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

334

•

Mathematics

Solves equations and inequalities

containing positive and negative

numbers using the order of

operations.

Order of

Operations

Abstraction: Paper

and Pencil

335

•

Mathematics

Is able to solve word problems

relating to addition patterns.

Problem Solving

Didactic Materials

as Needed and

Abstraction: Paper

and Pencil

336

•

Mathematics

Is able to solve word problems

relating to multiplication patterns.

Problem Solving

Didactic Materials

as Needed and

Abstraction: Paper

and Pencil

337

•

Mathematics

Is able to solve word problems

relating to factors, multiples, and

primes.

Problem Solving

Didactic Materials

as Needed and

Abstraction: Paper

and Pencil

338

•

Mathematics

Is able to solve word problems

relating to divisibility.

Problem Solving

Didactic Materials

as Needed and

Abstraction: Paper

and Pencil

339

•

Mathematics

Is able to solve word problems

relating to fractions.

Problem Solving

Didactic Materials

as Needed and

Abstraction: Paper

and Pencil

340

•

Mathematics

Is able to solve word problems

relating to decimal fractions.

Problem Solving

Didactic Materials

as Needed and

Abstraction: Paper

and Pencil

341

•

Mathematics

Is able to solve word problems

relating to geometry concepts.

Problem Solving

Didactic Materials

as Needed and

Abstraction: Paper

and Pencil

342

•

Mathematics

Is able to solve word problems

relating to measurement.

Problem Solving

Didactic Materials

as Needed and

Abstraction: Paper

and Pencil

343

•

Mathematics

Is able to solve word problems

relating to distance and time.

Problem Solving

Abstraction:

Paper and Pencil

344

•

Mathematics

Is able to use the method of

drawing a picture or diagram to

solve a problem.

Problem Solving

Abstraction:

Paper and Pencil

345

•

Mathematics

Is able to use the method of

making an organized list to solve

a problem.

Problem Solving

Abstraction:

Paper and Pencil

346

•

Mathematics

Is able to use the method of

making a table to solve a

problem.

Problem Solving

Abstraction:

Paper and Pencil

Page 30

Mathematics

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

347

•

Mathematics

Is able to use the method of

solving a simpler, related problem

to solve a more complex

problem.

Problem Solving

Abstraction:

Paper and Pencil

348

•

Mathematics

Is able to find a pattern to solve a

problem.

Problem Solving

Abstraction:

Paper and Pencil

349

•

Mathematics

Is able to use the ‘guess-and-

check’ method in order to solve a

problem.

Problem Solving

Abstraction:

Paper and Pencil

350

•

Mathematics

Is able to use the method of

experimentation in order to solve

a problem.

Problem Solving

Abstraction:

Paper and Pencil

351

•

Mathematics

Is able to act out a scenario in

order to solve a problem.

Problem Solving

Abstraction:

Paper and Pencil

352

•

Mathematics

Is able to work backwards in

order to solve a problem.

Problem Solving

Abstraction:

Paper and Pencil

353

•

Mathematics

Is able to figure out and write an

equation in order to solve a

problem.

Problem Solving

Abstraction:

Paper and Pencil

354

•

Mathematics

Is able to alter one's point of view

or perspective in order to solve a

problem.

Problem Solving

Abstraction:

Paper and Pencil

355

•

Mathematics

Introduction to recognition and

nomenclature of geometric

figures using the first presentation

tray of geometric shapes.

Geometry: Plane

Geometric

Shapes

Geometric Cabinet

356

•

Mathematics

Identifies basic geometric shapes

using the shapes in the Geometric

Cabinet.

Geometry: Plane

Geometric

Shapes

Geometric Cabinet

357

•

Mathematics

Identifies types of triangles by

their sides using the shapes in the

Geometric Cabinet.

Geometry: Plane

Geometric

Shapes

Geometric Cabinet

358

•

Mathematics

Identifies types of triangles by

their angles (right, scalene,

obtuse), using the shapes in the

Geometric Cabinet.

Geometry: Plane

Geometric

Shapes

Geometric Cabinet

359

•

Mathematics

Identifies all of the quadrilaterals

using the shapes in the Geometric

Cabinet.

Geometry: Plane

Geometric

Shapes

Geometric Cabinet

Page 31

Mathematics

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

360

•

Mathematics

Identifies irregular polygons

through the decagon using the

shapes in the Geometric Cabinet.

Geometry: Plane

Geometric

Shapes

Geometric Cabinet

361

•

Mathematics

Identifies circles using the shapes

in the Geometric Cabinet.

Geometry: Plane

Geometric

Shapes

Geometric Cabinet

362

•

Mathematics

Identifies the curved-edged

shapes using the shapes in the

Geometric Cabinet.

Geometry: Plane

Geometric

Shapes

Geometric Cabinet

363

•

Mathematics

Differentiates between a circle,

ellipse, and oval using the shapes

in the Geometric Cabinet.

Geometry: Plane

Geometric

Shapes

Geometric Cabinet

364

•

Mathematics

Matches shapes from the

Geometric Cabinet to geometric

cards with completely colored

interior.

Geometry: Plane

Geometric

Shapes

Geometric Cabinet

& Matching Card

Set

365

•

Mathematics

Matches shapes from the

Geometric Cabinet to geometric

cards with thick colored outline.

Geometry: Plane

Geometric

Shapes

Geometric Cabinet

& Matching Card

Set

366

•

Mathematics

Matches shapes from the

Geometric Cabinet to geometric

cards with thin colored outline.

Geometry: Plane

Geometric

Shapes

Geometric Cabinet

& Matching Card

Set

367

•

Mathematics

Identifies a cube, sphere, cylinder,

pyramid, and cone.

Geometry:

Geometric

Solids

Geometric Solids

368

•

Mathematics

Identifies a rectangular prism,

triangular prism, ovoid, and

ellipsoid.

Geometry:

Geometric

Solids

Geometric Solids

369

•

Mathematics

Identifies the faces, edges, and

surfaces of solid geometric

objects.

Geometry:

Geometric

Solids

Geometric Solids

370

•

Mathematics

Identifies congruent, similar

shapes by matching sensorially.

Geometry:

Constructive

Triangle Boxes

Constructive

Triangle Box

371

•

Mathematics

Identifies fractional equivalencies

in relation to plane shapes.

Geometry:

Three Concepts:

First

Presentation

Fractional

Equivalency Insets

372

•

Mathematics

Identifies the symbols for

congruency, similarity, and

equivalency and the meaning of

each in relation to plane shapes.

Geometry:

Three Concepts:

Second

Presentation

Fractional

Equivalency Insets

Page 32

Mathematics

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

373

•

Mathematics

Extrapolates the concept of

similarity across squares and

equilateral triangles.

Geometry:

Three Concepts:

Third

Presentation

Fractional

Equivalency Insets,

Ornamental

Geometry Material,

Box of Sticks

374

•

Mathematics

Explores the concepts of

congruency, similarity, and

equivalence.

Geometry:

Equivalence

Games

Tangrams

375

•

Mathematics

Explores the reflexive, symmetric,

and transitive properties.

Geometry:

Triangle As a

Constructor

Triangle Box

376

•

Mathematics

Explores the reflexive, symmetric,

and transitive properties.

Geometry:

Triangle As a

Constructor

Large Hexagon Box

377

•

Mathematics

Explores the reflexive, symmetric,

and transitive properties.

Geometry:

Triangle As a

Constructor

Small Hexagon Box

378

•

Mathematics

Explores the reflexive, symmetric,

and transitive properties.

Geometry:

Triangle As a

Constructor

Combination of All

Boxes

379

•

Mathematics

Identifies types of lines.

Geometry: Lines

Any Material that

Demonstrates

Straight, Curved

and Broken Lines

380

•

Mathematics

Identifies parts of a line.

Geometry: Lines

Any Material that

Demonstrates Point

of Origin,

Endpoints, Rays,

Line Segments

381

•

Mathematics

Identifies positions of lines in

space.

Geometry: Lines

Any Material that

Demonstrates

Lines Drawn at

Different Angles in

Space

382

•

Mathematics

Identifies positions of lines in

relation to each other.

Geometry: Lines

Any Material that

Demonstrates

Lines Drawn in

Relationship to

Each Other

383

•

Mathematics

Identifies the parts of a circle.

Geometry:

Nomenclature

of Circles

Fraction Insets or

Plastic Fractions

from the

Elementary

Fraction Box

384

•

Mathematics

Identifies the parts of a triangle.

Geometry:

Nomenclature

of Triangles

Geometric Cabinet,

Rectangular Box,

Triangle Box, Large

Hexagon Box,

Small Hexagon Box

Page 33

Mathematics

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

385

•

Mathematics

Identifies the parts of a square.

Geometry:

Nomenclature

of Squares

Geometric Cabinet,

Fractional

Equivalency Insets

386

•

Mathematics

Identifies the main types of

angles.

Geometry:

Types of Angles

Fraction Pieces

Used in

Conjunction with

the Montessori

Protractor

387

•

Mathematics

Identifies different angles,

similarities, and congruence.

Geometry:

Types of Angles

Fraction Pieces

Used in

Conjunction with

the Montessori

Protractor and

Geometric Cabinet

388

•

Mathematics

Measures angles with a

protractor.

Geometry:

Angles

Protractor: Use of a

Montessori

Protractor First,

then Use of a

Traditional

Protractor to

Measure Any

Angles

389

•

Mathematics

Names the relationships between

two angles.

Geometry:

Angles

Material that

demonstrates

adjacent and vertical

angles

390

•

Mathematics

Identifies combinations of angles.

Geometry:

Angles

Angles measuring

to 90 and 180

degrees

391

•

Mathematics

Adds angles.

Geometry:

Angles

Protractor: Use of a

Montessori

Protractor First,

then Use of a

Traditional

Protractor to

Measure Any

Angles for Addition

Purposes

392

•

Mathematics

Names angles formed by two

straight lines cut by a transversal.

Geometry: Lines

and Angles

Any Material that

Demon-strates Two

Parallel Lines Cut

by a Transversal

and the

Accompany-ing

Types of Angles

and Angle

Relationships

393

•

Mathematics

Identifies the sum of the interior

angles of a triangle or regular

polygon.

Geometry:

Angles and

Plane Shapes

Materials from the

Geometric Cabinet;

Construction Paper,

Scissors, Colored

Pencils, Glue

Page 34

Mathematics

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

394

•

Mathematics

Introduction to the Pythagorean

Theorem.

Advanced

Geometry

Theory

Book or Story

about the History

of Pythagorus -

'Rope Stretchers'

395

•

Mathematics

Recognizes the isosceles right

triangle case of the Pythagorean

Theorem - sensorial presentation.

Advanced

Geometry

Theory

Inset 18 of the 2nd

Montessori

Geometry Cabinet

Materials

396

•

Mathematics

Recognizes the arithmetical (3-4

-5) case of the Pythagorean

Theorem.

Advanced

Geometry

Theory

Inset 19 of the 2nd

Montessori

Geometry Cabinet

Materials

397

•

Mathematics

Understands Euclid’s Solution of

the Pythagorean Theorem.

Advanced

Geometry

Theory

Inset 20 of the 2nd

Montessori

Geometry Cabinet

Materials

398

•

Mathematics

Demonstrates line symmetry in a

given shape by folding along its

center line.

Geometry:

Construction of

Various Figures

Materials that

Demonstrate the

Concept of

Symmetry

399

•

Mathematics

Constructs a line segment of

equal lengths, using a straight

edge and a compass.

Geometry:

Construction of

Various Figures

Straight Edge,

Compass

400

•

Mathematics

Constructs an angle of a given

measure with a protractor and

straightedge.

Geometry:

Construction of

Various Figures

Straight Edge,

Compass

401

•

Mathematics

Bisects an angle with a compass

and straightedge.

Geometry:

Construction of

Various Figures

Compass, Fraction

Pieces

402

•

Mathematics

Constructs a perpendicular to a

line from a point off the line.

Geometry:

Construction of

Various Figures

Compass, Straight

Edge

403

•

Mathematics

Constructs an equilateral triangle

using a compass.

Geometry:

Construction of

Various Figures

Compass, Straight

Edge

404

•

Mathematics

Constructs a triangle given two

sides and an angle lying between.

Geometry:

Construction of

Various Figures

Compass, Straight

Edge

405

•

Mathematics

Constructs a triangle given two

angles and the side lying between.

Geometry:

Construction of

Various Figures

Compass, Straight

Edge

406

•

Mathematics

Bisects a line segment with a

compass and straightedge.

Geometry:

Construction of

Various Figures

Compass, Straight

Edge

Page 35

Mathematics

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

407

•

Mathematics

Draws a line perpendicular to

another line with a straightedge,

compass, and protractor.

Geometry:

Construction of

Various Figures

Compass, Straight

Edge, Protractor

408

•

Mathematics

Constructs a square with a

protractor and straightedge.

Geometry:

Construction of

Various Figures

Protractor, Straight

Edge

409

•

Mathematics

Constructs a circle with a

compass.

Geometry:

Construction of

Various Figures

Compass

410

•

Mathematics

Constructs a scale model or

drawing of an object given a scale

to follow.

Geometry:

Construction of

Various Figures

Straight Edge, Set

Square and

Compass

411

•

Mathematics

Constructs a variety of

polyhedrons.

Geometry:

Construction of

Various Figures

Worksheets with

Directions and

Shapes for

Construction

412

•

Mathematics

Measures the perimeter of

triangles, quadrilaterals, and

polygons.

Geometry:

Measurement of

Perimeter

Materials from the

Geometric Cabinet

and Later on

Polygons Found on

Task Cards or in

Books

413

•

Mathematics

Measures the radius and diameter

of a circle.

Geometry:

Measurement of

Parts of the

Circle

Straight Edge and

Possibly a Compass

414

•

Mathematics

Computes arcs.

Geometry:

Measurement of

Parts of the

Circle

Montessori

Protractor and

Montessori Fraction

Pieces

415

•

Mathematics

Measures the circumference of a

circle.

Geometry:

Measurement of

Parts of the

Circle

Montessori Circles

Found in the

Geometric Cabinet

and Any Other

Materials that Are

in the Shape of a

Circle

416

•

Mathematics

Calculates the area of a rectangle.

Geometry: Area

Montessori

Rectangles Found

in the Yellow Area

Material and in the

Geometric Cabinet

417

•

Mathematics

Calculates the area of a

parallelogram.

Geometry: Area

Montessori Yellow

Area Material and

Parallelograms

Found in the

Geometric Cabinet

Page 36

Mathematics

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

418

•

Mathematics

Calculates the area of a square.

Geometry: Area

Montessori Squares

Found in the

Geometric Cabinet

419

•

Mathematics

Calculates the area of a triangle.

Geometry: Area

Montessori

Triangles Found in

the Yellow Area

Material and

Triangles Found in

the Geometric

Cabinet

420

•

Mathematics

Calculates the area of a rhombus.

Geometry: Area

Teacher-Made

Materials to Show

Equivalency and

How a Formula Is

Derived

421

•

Mathematics

Calculates the area of a kite.

Geometry: Area

Teacher-Made

Materials to Show

Equivalency and

How a Formula Is

Derived

422

•

Mathematics

Calculates the area of a trapezoid.

Geometry: Area

Teacher-Made

Materials to Show

Equivalency and

How a Formula Is

Derived

423

•

Mathematics

Calculates the area of an irregular

quadrilateral.

Geometry: Area

Teacher-Made

Materials to Show

Equivalency and

How a Formula Is

Derived

424

•

Mathematics

Calculates the area of regular

polygons.

Geometry: Area

Teacher-Made

Materials to Show

Equivalency and

How a Formula Is

Derived

425

•

Mathematics

Calculates the area of any

irregular polygon.

Geometry: Area

Teacher-Made

Materials to Show

Equivalency and

How a Formula Is

Derived

426

•

Mathematics

Calculates the area of a circle.

Geometry: Area

2nd Geometric

Cabinet (Frac-tion

Cabinet) Equivalent

Figure material -

Two Presenta-tions

To Show Two

Different Ways To

Obtain the Area of

a Circle Formula

Page 37

Mathematics

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

427

•

Mathematics

Calculates the volume of a cube.

Geometry:

Volume

Cubing Material

Preferably Both the

Volume Box with

250 Cubes and the

Volume Box with

1000 Cubes; Other

Material May Be

Used To Associate

with the Volume of

the Pink Tower; the

Five Yellow Prisms

May Also Be Used;

Blue Metal Volume

Containers;

Elementary

Geometric Solids

428

•

Mathematics

Calculates the volume of a

rectangular prism.

Geometry:

Volume

Cubing Material

Preferably Both the

Volume Box with

250 Cubes and the

Volume Box with

1000 Cubes; Other

Material May Be

Used To Associate

with the Volume of

the Pink Tower; the

Five Yellow Prisms

May Also Be Used;

Blue Metal Volume

Containers;

Elementary

Geometric Solids

429

•

Mathematics

Calculates the volume of a

pyramid.

Geometry:

Volume

Guide Prism,

Regular Square

Prism, Sand,

Hollow Volume

Material

430

•

Mathematics

Can calculate the volume of a

cylinder.

Geometry:

Volume

Guide Prism,

Hexagonal Prism,

Cylinder, Square,

Hexagon and Circle

from the Geometric

Cabinet

431

•

Mathematics

Calculates the volume of a cone.

Geometry:

Volume

Right Circular

Cone, Cylinder,

Rectangular Prism,

Square- Based

Pyramid,

Triangular-Based

Pyramid

432

•

Mathematics

Calculates the volume of a

sphere.

Geometry:

Volume

Volume Material,

Construction Paper

Page 38

Mathematics

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

433

•

Mathematics

Calculates the surface area of

regular polyhedra.

Geometry:

Surface Area

Volume Material,

Cubing Material,

Pictures of

Polyhedra

434

•

Mathematics

Calculates the surface area of a

cylinder.

Geometry:

Surface Area

Volume Material,

Construction Paper

435

•

Mathematics

Calculates the surface area of a

cone.

Geometry:

Surface Area

Volume Material

and Teacher -Made

Materials

436

•

Mathematics

Calculates the surface area of a

sphere.

Geometry:

Surface Area

Volume Material,

Teacher -Made

Materials, and Cut-

Out Inset of the

Largest Circle in the

Geometric Cabinet

Page 39

Mathematics

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212

941-729-9565 • www.montessori.org

Montessori

THE

FOUNDATION

Scope & Sequence

Curriculum

Understanding the Scope

and Sequence Code ...

Childrren as young as three begin an

early study of physical and cultural

geography.

We have two basic objectives in

presenting geography to young

children. The first is to help them

develop a clearer sense of spatial

orientation through enriched

and intensive interaction and ex-

perience. The second is to en-

courage children to become

aware of and accept other cul-

tures through related experi-

ences in cultural studies.

Children usually enter school

without clear concepts or the vocabulary

of spatial relations (up, down, near, far,

and so forth). At the same time, young

children have a strong need for order in

their environment. The order established

in a Montessori prepared environment

help them to develop these concepts.

We study cartography (mapping skills)

and physical geography, cultural geogra-

phy, and economic geography (natural re-

sources, crops, industries, how goods are

transported to market). In the early years,

we introduce children to these concepts,

and build on this knowledge in the later

years.

Geography is important both as a necessary

conceptual framework and spatial orienta-

tion, and as a bridge to the development of

the child's understanding and appreciation

of the story of humankind and nature. As in

other areas of the Montessori curriculum,

we first give children the big picture, then

move gradually to the details: names of

countries, rivers and mountains, and a

grasp of the cultures of other lands. The

framework is always our relationship to the

Earth: how we meet our basic needs (shel-

ter, food, clothing, transportation, defense,

ornamentation, and self-expression) under

varying geographic conditions.

The Geography Curriculum

. 2

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212

941-729-9565 • www.montessori.org

How to Read the Code of Dots and Letters Used in the Scope and Sequence:

Montessori does not organize curriculum by the grade level at which topics are to be taught.

We assume that children learn at different paces and learn best in different ways. In most cases,

students in Montessori programs will work on any given skill or concept over several years. We

introduce students to new lessons as soon as they seem to be ready. Likewise, we have a plan

of what Montessori students ought to learn and the age/grade levels at which which we expect

mastery from most students.

Instead of arranging our curriculum by grade level, we organize it by the subsets of concepts

and skills (Strands) and the sequence in which they will be taught. In our Curriculum Scope

and Sequence, to the right of the list of curriculum elements, we use a series of vertical

columns to represent a given span of ages or grades. We use large dots to indicate the age or

grade levels at which we anticipate a given lesson will be presented. Since we do not follow a

grade-by-grade curriculum, the age or grade when a child will actually be ready to begin work

depends on his or her developmental readiness. Our Dot Code is simply a guideline for

Montessori educators.

When viewed in color on a computer, the dots follow a pattern of green, blue, and red, which

is repeated at each Montessori three-year program cycle. The color coding makes it somewhat

easier to see at which age/grade levels we anticipate children will work on concepts or skills.

Normally, students return to work many times over two years or longer before they truly un-

derstand what they have studied and retain it over time.

As you can see by the example above, we expect that the two Math skills shown (items number

25 and 26) will normally be introduced at age four, and we anticipate that children will con-

tinue to work on them over the following year. The “R” shown in the 1st-grade column indi-

cates that we suggest that the teachers ought to review and re-test to see if the child still

understands the concept or skill. In some case the symbol “I” is used to indicate that a child

should be given a first introduction to a concept or skill at a given age/grade level. Students

often work on some concepts and skills over the course of several years.

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Geography

Explores position in space and

direction through bodily

movement and in the context of

the classroom, garden, and

playground.

Position and

Direction

Initial experience:

Position

•

Geography

Explores the school, garden,

playground, and neighborhood by

means of short walks, where

he/she develops an awareness of

various features (landmarks) and

their position in relation to one

another.

Position and

Direction

Initial experience:

Position

•

Geography

Demonstrates understanding of

the basic terms used to describe

an object's position in the

environment: top, bottom, low,

high, lower, higher, in front of,

behind, right, left, etc.

Position and

Direction

Initial experience:

Position

•

Geography

Describes own position and

movement with increasing

confidence.

Position and

Direction

Initial experience:

Position

•

Geography

Uses the names of points of

interest in their environment with

increasing confidence and

accuracy.

Position and

Direction

Initial experience:

Position

•

Geography

Views various objects (such as

Geometric Solids, historical

artifacts) from different angles to

begin to develop an awareness

that objects look very different

from different angles; comments

on what he/she notices.

Position and

Direction

Initial experience:

Position

•

Geography

Draws solid objects (e.g.,

Geometric Solids) from different

angles.

Position and

Direction

Initial experience:

Position

•

Geography

Looks at an arrangement of

simple objects in a limited space

and draws them from above,

creating a simple map or plan of

their relationship to one another.

Position and

Direction

Initial experience:

Position

•

Geography

Works with the Land, Air, and

Water activity to develop an

understanding that the Earth is

comprised of three major

constituents (air, land, and water);

matches images to corresponding

containers.

The Earth: 1

Land, Air and

Water

•

Geography

Reads the labels associated with

the Land, Air, and Water activity

and places them in relation to

corresponding containers and/or

images.

The Earth: 1

Land, Air and

Water

Page 1

Geography

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Geography

Explores the Land and Water

Globe to gain an understanding

that the Earth is comprised of

large bodies of land and water

surrounded by a shallow blanket

of air.

The Earth: 1

Land, Air and

Water

•

Geography

Distinguish between the

representations of land masses

and the oceans on the Land and

Water Globe.

The Earth: 1

Land, Air and

Water

•

Geography

Explains that the Earth is shaped

like a sphere and is represented in

a much smaller scale by a globe,

using the Land and Water Globe,

the Continent Globe, or a

standard school globe.

The Earth: 1

Land, Air and

Water

•

Geography

Looks at albums showing classic

images of various land and water

forms, discussing obvious

features and exploring relevant

language.

The Earth: 1

Land and water

forms

•

Geography

Sensorially explores the various

land and water forms through

work with the Land Forms

materials.

The Earth: 1

Land and water

forms

•

Geography

Matches the Land Form trays to

the corresponding graphic

representations and images of

land forms.

The Earth: 1

Land and water

forms

•

Geography

Identifies and names the

following major land and water

forms: island, lake, bay, cape,

peninsula, isthmus, strait,

archipelago, and system of lakes

using either the three-dimensional

trays or the cards which

correspond with them.

The Earth: 1

Land and water

forms

•

Geography

Locates examples of each of the

land and water forms on the Land

and Water Globe.

The Earth: 1

Land and water

forms

•

Geography

Reads names of Land and Water

Forms and places cards next to

the models or corresponding

cards.

The Earth: 1

Land and water

forms

•

Geography

Reads definitions of Land and

Water Forms and pairs with the

corresponding vocabulary labels.

The Earth: 1

Land and water

forms

•

Geography

Reads simple Command Cards

relating to the Land and Water

Forms and demonstrates

understanding by carrying out the

instruction.

The Earth: 1

Land and water

forms

Page 2

Geography

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Geography

Makes own models of land and

water forms using papier maché

or clay.

The Earth: 1

Land and water

forms

•

Geography

Notices (in pictures, videos, or

while traveling) that there are

other land forms and features in

the landscape and wants to know

their names; develops an interest

in the physical features of the

Earth.

The Earth: 1

Land and water

forms

•

Geography

Identifies and names the

continents on the Continents

Globe.

Mapping 1

Continents Globe

•

Geography

Sensorially explores the World

Puzzle Map, removing and

replacing the pieces.

Mapping 1

World Puzzle Map

•

Geography

Demonstrates a beginning

understanding that the flat maps

represent the same land and water

features as a globe, using a globe,

a flattened rubber ball, and the

World Puzzle Map.

Mapping 1

Globe and Flat

Maps

•

Geography

Identifies and names the

continents using the World

Puzzle Map.

Mapping 1

World Puzzle Map -

Continents

•

Geography

Identifies and names the oceans

using the World Puzzle Map.

Mapping 1

World Puzzle Map -

Oceans

•

Geography

Demonstrates a deepening

understanding that the flat maps

represent the same land and water

features as a globe using a globe

projection map.

Mapping 1

Globe and Globe

Projection Map

•

Geography

Makes own map of the continents

tracing the pieces of the World

Puzzle Map

Mapping 2

World Puzzle Map -

Tracing pieces to

make a map

•

Geography

Using the World Puzzle Map,

matches the pieces from the

Puzzle Map to their outline

shapes on the corresponding

Outline Control Map.

Mapping 2

World Puzzle Map

and Outline Control

Map

•

Geography

Given a continent puzzle pieces

from the World Puzzle Map, can

find the corresponding Puzzle

Map for each continent.

Mapping 2

Puzzle Map of the

World and the

Puzzle Maps of

Each Continent

Page 3

Geography

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Geography

Using the Puzzle Map of North

America, matches the pieces from

the Puzzle Map to their outline

shapes on the corresponding

Outline Control Map.

Mapping 2

Puzzle Map of

North America and

Outline Control

Map

•

Geography

Constructs the Puzzle Map of

North America without using the

Outline Control Map.

Mapping 3

Puzzle Map of

North America

without Outline

Control Map

•

Geography

Using the Puzzle Map of North

America, identifies and names the

countries.

Mapping 3

Puzzle Map of

North America -

Names of the

Countries

•

Geography

Makes own map of North

America, using the pieces of the

corresponding Puzzle Map to

trace each country.

Mapping 3

Puzzle Map of

North America -

Tracing pieces to

make a map

•

Geography

Using the Puzzle Map of North

America, reads country names

and relates them to the

corresponding puzzle pieces.

Mapping 4

Puzzle Map of

North America -

Reading Names of

the Countries

•

Geography

Makes own booklets with outlines

of countries traced from the

Puzzle Map of North America

and adds their printed names.

Mapping 4

Booklet of

countries of North

America

•

Geography

Constructs the Puzzle Map of the

United States without the use of

the Outline Control Map.

Mapping 3

Puzzle Map of the

United States and

Outline Control

Map

•

Geography

Using the Puzzle Map of South

America, matches the pieces from

the Puzzle Map to their outline

shapes on the corresponding

Outline Control Map.

Mapping 2

Puzzle Map of

South America and

Outline Control

Map

•

Geography

Can identity the puzzle piece for

the State in which they live on the

Puzzle Map of the United States.

Mapping 2

Puzzle Map of the

United States -

Identifes the State

they live in

•

Geography

Constructs the Puzzle Map of

South America without using the

Outline Control Map.

Mapping 3

Puzzle Map of

South America

without Outline

Control Map

•

Geography

Using the Puzzle Map of South

America, identifies and names the

countries.

Mapping 3

Puzzle Map of

South America -

Names of the

Countries

•

Geography

Makes own map of South

America, using the pieces of the

corresponding Puzzle Map to

trace each country.

Mapping 3

Puzzle Map of

South America -

Tracing pieces to

make a map

Page 4

Geography

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Geography

Using the Puzzle Map of South

America, reads country names

and relates them to the

corresponding puzzle pieces.

Mapping 4

Puzzle Map of

South America -

Reading Names of

the Countries

•

Geography

Makes own booklets with outlines

of countries traced from the

Puzzle Map of South America

and adds their printed names.

Mapping 4

Booklet of

countries of South

America

•

Geography

Using the Puzzle Map of Europe,

matches the pieces from the

Puzzle Map to their outline

shapes on the corresponding

Outline Control Map.

Mapping 2

Puzzle Map of

Europe and Outline

Control Map

•

Geography

Constructs the Puzzle Map of

Europe without using the Outline

Control Map.

Mapping 3

Puzzle Map of

Europe without

Outline Control

Map

•

Geography

Using the Puzzle Map of Europe,

identifies and names the

countries.

Mapping 3

Puzzle Map of

Europe - Names of

the Countries

•

Geography

Makes own map of Europe, using

the pieces of the corresponding

Puzzle Map to trace each country.

Mapping 3

Puzzle Map of

Europe - Tracing

pieces to make a

map

•

Geography

Using the Puzzle Map of Europe,

reads country names and relates

them to the corresponding puzzle

pieces.

Mapping 4

Puzzle Map of

Europe - Reading

Names of the

Countries

•

Geography

Identifies and names the states or

provinces of the country.

Mapping 3

Puzzle Map of the

United States -

Names of the

Countries

•

Geography

Makes own booklets with outlines

of countries traced from the

Puzzle Map of Europe and adds

their printed names.

Mapping 4

Booklet of

countries of Europe

•

Geography

Using the Puzzle Map of Asia

matches the pieces from the

Puzzle Map to their outline

shapes on the corresponding

Outline Control Map.

Mapping 2

Puzzle Map of Asia

and Outline Control

Map

•

Geography

Constructs the Puzzle Map of

Asia without using the Outline

Control Map.

Mapping 3

Puzzle Map of Asia

without Outline

Control Map

•

Geography

Using the Puzzle Map of Asia

identifies and names the

countries.

Mapping 3

Puzzle Map of Asia

- Names of the

Countries

Page 5

Geography

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Geography

Makes own map of Asia using the

pieces of the corresponding

Puzzle Map to trace each country.

Mapping 3

Puzzle Map of Asia

- Tracing pieces to

make a map

•

Geography

Using the Puzzle Map of Asia,

reads country names and relates

them to the corresponding puzzle

pieces.

Mapping 4

Puzzle Map of Asia

- Reading Names of

the Countries

•

Geography

Makes own booklets with outlines

of countries traced from the

Puzzle Map of Asia and adds

their printed names.

Mapping 4

Booklet of

countries of Asia

•

Geography

Using the Puzzle Map of Africa

matches the pieces from the

Puzzle Map to their outline

shapes on the corresponding

Outline Control Map.

Mapping 2

Puzzle Map of

Africa and Outline

Control Map

•

Geography

Constructs the Puzzle Map of

Africa without using the Outline

Control Map.

Mapping 3

Puzzle Map of

Africa without

Outline Control

Map

•

Geography

Using the Puzzle Map of Africa

identifies and names the

countries.

Mapping 3

Puzzle Map of

Africa - Names of

the Countries

•

Geography

Makes own map of the United

States tracing the whole country

onto a large sheet of paper and

then tracing the individual states;

may label map with names of the

states or provinces.

Mapping 3

Puzzle Map of the

United States -

Makes own map of

the United States

•

Geography

Makes own map of Africa using

the pieces of the corresponding

Puzzle Map to trace each country.

Mapping 3

Puzzle Map of

Africa - Tracing

pieces to make a

map

•

Geography

Using the Puzzle Map of Africa

reads country names and relates

them to the corresponding puzzle

pieces.

Mapping 4

Puzzle Map of

Africa - Reading

Names of the

Countries

•

Geography

Makes own booklets with outlines

of countries traced from the

Puzzle Map of Africa and adds

their printed names.

Mapping 4

Booklet of

countries of Africa

•

Geography

Using the Puzzle Map of Oceania

matches the pieces from the

Puzzle Map to their outline

shapes on the corresponding

Outline Control Map.

Mapping 2

Puzzle Map of

Oceania and

Outline Control

Map

•

Geography

Constructs the Puzzle Map of

Oceania without using the

Outline Control Map.

Mapping 3

Puzzle Map of

Oceania without

Outline Control

Map

Page 6

Geography

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Geography

Using the Puzzle Map of Oceania

identifies and names the

countries.

Mapping 3

Puzzle Map of

Oceania - Names of

the Countries

•

Geography

Makes own map of Oceania using

the pieces of the corresponding

Puzzle Map to trace each country.

Mapping 3

Puzzle Map of

Oceania - Tracing

pieces to make a

map

•

Geography

Using the Puzzle Map of Oceania

reads country names and relates

them to the corresponding puzzle

pieces.

Mapping 4

Puzzle Map of

Oceania - Reading

Names of the

Countries

•

Geography

Makes own booklets with outlines

of countries traced from the

Puzzle Map of Oceania and adds

their printed names.

Mapping 4

Booklet of

countries of

Oceania

•

Geography

Prepares written name tags to

label the states of the United

States, placing them on the

corresponding Puzzle Map or a

blank outline map.

Mapping skills 3

Labeling a blank

map of the states or

provinces of the

country in which

you live

•

Geography

Prepares written name tags to

label the countries of North

America, placing them on the

corresponding Puzzle Map or

blank outline map.

Mapping skills 3

Labeling a blank

map of North

America

•

Geography

Prepares written name tags to

label the countries of South

America, placing them on the

corresponding Puzzle Map or

blank outline map.

Mapping skills 3

Labeling a blank

map of South

America

•

Geography

Prepares written name tags to

label the countries of Europe,

placing them on the

corresponding Puzzle Map or

blank outline map.

Mapping skills 3

Labeling a blank

map of Europe

•

Geography

Prepares written name tags to

label the countries of Africa,

placing them on the

corresponding Puzzle Map or

blank outline map.

Mapping skills 3

Labeling a blank

map of Africa

•

Geography

Prepares written name tags to

label the countries of Asia,

placing them on the

corresponding Puzzle Map or

blank outline map.

Mapping skills 3

Labeling a blank

map of Asia

•

Geography

Prepares written name tags to

label the countries of Oceania,

placing them on the

corresponding Puzzle Map or

blank outline map.

Mapping skills 3

Labeling a blank

map of Oceania

Page 7

Geography

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Geography

Uses a simple compass to identify

the directions north, east, south,

and west.

Mapping skills -

Introduction to

compass

directions 3

Map and Compass

•

Geography

Using the Town Game, the child

places specific model buildings on

a model town, using commands

that specify on which corner

(NE, NW, SE, SW) of a given

intersection they should be

placed.

Mapping Skills -

The Town game

Map and Compass:

The Town Game

•

Geography

Determines the distance along a

given route between two points,

using the map scale.

Mapping Skills -

Map Reading 3

Reading a map -

determining the

distance between

two points along a

route

•

Geography

Determines the size of cities and

towns on a highway map, using

the map key.

Mapping Skills -

Map Reading 3

Map Reading -

recognizing the size

of cities and towns

as portrayed on

maps

•

Geography

Distinguishes among the kinds of

roads shown on a highway map,

using the map key.

Mapping Skills -

Map Reading 3

Map Reading -

recognizing the size

of roadways

portrayed on maps

•

Geography

Locates a point on a detailed

chart given its longitude and

latitude in degrees, minutes, and

seconds.

Mapping Skills -

Map Reading 3

Map Reading -

Lines of Longitude

and Latitude

•

Geography

Measures distance between two

points on a globe using a Great

Circle route.

Mapping Skills -

Map Reading 3

Map Reading -

Lines of Longitude

and Latitude

•

Geography

Identifies time zone differences

on a globe using longitude.

Mapping Skills -

Map Reading 3

Map Reading -

Lines of Longitude

and Latitude

•

Geography

Uses a pictographic map from an

atlas to determine what type of

climate(s) exist within a given

country.

Mapping Skills -

Using an Atlas 3

Map reading -

recognizing climate

data shown

symbolically on

maps

•

Geography

Explains how GPS navigation

systems work.

Mapping Skills -

Map making 3

GPS mapping tools

•

Geography

Explains, in simple terms, how a

satellite image system, such as

Google Earth™, works.

Mapping Skills -

Map making 3

GPS mapping tools

•

Geography

Using the Pin Maps, the child can

label the countries of North

America.

Mapping skills 2

Pin Maps: Labeling

the countries of

North America

Page 8

Geography

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Geography

Using the Pin Maps, the child can

identify and labels the capital

cities of the nations of North

America.

Mapping skills 2

Pin Maps: Labeling

the countries of

North America

•

Geography

Using the Pin Maps, the child can

label the countries of South

America.

Mapping skills 2

Pin Maps: Labeling

the countries of

South America

•

Geography

Using the Pin Maps, the child can

identify and labels the capital

cities of the nations of South

America.

Mapping skills 2

Pin Maps: Labeling

the countries of

South America

•

Geography

Using the Pin Maps, the child can

label the countries of Europe.

Mapping skills 2

Pin Maps: Labeling

the countries of

Europe

•

Geography

Using the Pin Maps, the child can

identify and labels the capital

cities of the nations of Europe.

Mapping skills 2

Pin Maps: Labeling

the countries of

Europe

•

Geography

Identifies flag of own country.

Cultural

geography 1

Flags

Geography

Communicates an awareness of

flags as symbols of countries.

Cultural

geography 1

Flags

•

Geography

Matches pictures of flags of

various countries.

Cultural

geography 1

Flags

100

•

Geography

Identifies and names the flags of

various countries.

Cultural

geography 1

Flags

101

•

Geography

Identifies and names the flags of

many countries from own

continent.

Cultural

geography 1

Flags

102

•

Geography

Draws or makes flags using

various media (drawing, tracing,

cutting, pasting, etc.).

Cultural

geography 1

Flags

103

•

Geography

Identifies and names the flags of

many countries, including large

countries and the countries of

origin of all children in the class.

Cultural

geography 1

Flags

104

•

Geography

Displays an interest in and

explores various components of

the flags of different countries,

noting how certain symbols can

give a clue as to the history or

location of a country.

Cultural

geography 1

Flags

Page 9

Geography

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

105

•

Geography

Displays an interest in and

explores the flags of various

associations and other groups

(other than countries) as well as

some of the uses of flags.

Cultural

geography 1

Flags

106

•

Geography

Matches the countries of North

America with their flags, using

the corresponding Puzzle Map,

Pin Map, or blank outline map.

Cultural

geography 1

Flags

107

•

Geography

Matches the countries of South

America with their flags, using

the corresponding Puzzle Map,

Pin Map, or blank outline map.

Cultural

geography 1

Flags

108

•

Geography

Matches the countries of Europe

with their flags, using the

corresponding Puzzle Map, Pin

Map, or blank outline map.

Cultural

geography 1

Flags

109

•

Geography

Matches the countries of Africa

with their flags, using the

corresponding Puzzle Map, Pin

Map, or blank outline map.

Cultural

geography 1

Flags

110

•

Geography

Matches the countries of Oceania

with their flags, using the

corresponding Puzzle Map, Pin

Map, or blank outline map.

Cultural

geography 1

Flags

111

•

Geography

Identifies and matches the flags

of the states or provinces of the

country in which he or she lives

with the corresponding Puzzle

Map or blank outline map of the

country.

Cultural

geography 1

Flags

112

•

Geography

Participates in and describes in

increasing detail the origins and

meaning of the traditional Israeli

celebration of Succos. (Falls

between late September and late

October) Observed Annually

/Celebrated as part of a unit on

Israel in Year B

Traditional

American and

International

Holidays and

Celebrations

Succos

113

•

Geography

Participates in and describes in

increasing detail the origins and

meaning of the traditional

German celebration of

Oktoberfest. Celebrated in Year

Traditional

American and

International

Holidays and

Celebrations

Oktoberfest

114

•

Geography

Participates in and describes in

increasing detail the origins and

meaning of the traditional

Jewish/American holiday of Rosh

Hashanah. (Falls between

September 5 and October 5)

Observed Annually.

Traditional

American and

International

Holidays and

Celebrations

Rosh Hashanah

Page 10

Geography

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

115

•

Geography

Describes in increasing detail the

origins and meaning of the Jewish

High Holy Day of Atonement,

Yom Kippur. (Falls between

September 15 and October 15)

Observed Annually.

Traditional

American and

International

Holidays and

Celebrations

Yom Kippur

116

•

Geography

Participates in and describes in

increasing detail the origins and

meaning of the traditional Italian-

American holiday, Columbus

Day. (Mid-October)

Optional/Observed Annually in

the USA.

Traditional

American and

International

Holidays and

Celebrations

Columbus Day

117

•

Geography

Participates in celebration and

discussion of the International

Day of Peace. Celebrated annually

Traditional

American and

International

Holidays and

Celebrations

International Day

of Peace

118

•

Geography

Participates in celebration and

discussion of International

Children’s Day. Celebrated

annually (normally in October)

Traditional

American and

International

Holidays and

Celebrations

International

Cultural Festival

119

•

Geography

Participates in and describes in

increasing detail the origins and

meaning of the traditional

American celebration of

Halloween. (October 31). Some

schools celebrate International

Children’s Festival instead of

Halloween. Optional or observed

annually.

Traditional

American and

International

Holidays and

Celebrations

Halloween

120

•

Geography

Participates in and describes in

increasing detail the origins and

meaning of Election Day (first

Tuesday in November in election

years in USA).

Traditional

American and

International

Holidays and

Celebrations

Election Day

121

•

Geography

Participates in and describes in

increasing detail the origins and

meaning of the traditional

American holiday, Veteran’s Day

(November). Observed annually

Traditional

American and

International

Holidays and

Celebrations

Veteran’s Day

122

•

Geography

Participates in and describes in

increasing detail the origins and

meaning of the traditional

American holiday, Thanksgiving.

(3rd Thursday in November).

Celebrated annually.

Traditional

American and

International

Holidays and

Celebrations

Thanksgiving

Page 11

Geography

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

123

•

Geography

Participates in and describes in

increasing detail the origins and

meaning of Native American /

Indian Heritage Day. It is

celebrated on the day after

Thanksgiving Day in the USA.

Observed annually.

Traditional

American and

International

Holidays and

Celebrations

Native / Indian

Heritage Day

124

•

Geography

Participates in and describes in

increasing detail the origins and

meaning of traditional West

African Harvest Festivals.

Celebrated annually or in Year C.

Traditional

American and

International

Holidays and

Celebrations

West African

Harvest Festivals

125

•

Geography

Participates in and describes in

increasing detail the origins and

meaning of the traditional Indian

celebration of Diwali. Celebrated

in Year C.

Traditional

American and

International

Holidays and

Celebrations

Diwali

126

•

Geography

Describes in increasing detail the

origins and meaning of the

traditional Jewish/American

holiday, Hanukkah (November or

December). Observed annually.

Traditional

American and

International

Holidays and

Celebrations

Hanukkah

127

•

Geography

Describes in increasing detail the

origins and meaning of the

traditional African/American

celebration of Kwanzaa.

Observed annually.

Traditional

American and

International

Holidays and

Celebrations

Kwanzaa

128

•

Geography

Participates in and describes in

increasing detail the origins and

meaning of the traditional

Christian/American celebration

of Christmas. (December 25).

Observed annually.

Traditional

American and

International

Holidays and

Celebrations

Traditional

American

Christmas

129

•

Geography

Describes the origins and

meaning of the traditional ways

Christmas is celebrated in the

Europe. Year B.

Traditional

American and

International

Holidays and

Celebrations

European

Christmas traditions

130

•

Geography

Participates in and describes in

increasing detail the origins and

meaning of the traditional

American holiday, Martin Luther

King’s Day (January 15) and

Black History Month (February).

Celebrated annually.

Traditional

American and

International

Holidays and

Celebrations

Martin Luther

King’s Day and

Black History

Month

131

•

Geography

Describes the origins and

meaning of the traditional

Mexican celebration of Three

Kings Day (January). Observed in

Year A.

Traditional

American and

International

Holidays and

Celebrations

Three Kings Day

Page 12

Geography

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

132

•

Geography

Participates in and describes in

increasing detail the origins and

meaning of the American

celebration of Inauguration Day

(every four years after a

Presidential election; occurs in

January).

Traditional

American and

International

Holidays and

Celebrations

Inauguration Day

133

•

Geography

Participates in and describes in

increasing detail the origins and

meaning of the traditional

American celebration of Ground

Hog Day (February). Observed

annually.

Traditional

American and

International

Holidays and

Celebrations

Ground Hog Day

134

•

Geography

Participates in and describes in

increasing detail the origins and

meaning of the traditional

celebration of Chinese New Year.

(January or February) Celebrated

annually in some schools or in

Year C.

Traditional

American and

International

Holidays and

Celebrations

Chinese New Year

135

•

Geography

Participates in and describes in

increasing detail the origins and

meaning of the traditional

American celebration of

Abraham Lincoln’s Birthday

(February 12). Observed annually.

Traditional

American and

International

Holidays and

Celebrations

Abraham Lincoln’s

Birthday

136

•

Geography

Participates in and describes in

increasing detail the origins and

meaning of the traditional

American celebration of

Valentine’s Day (February 14).

Celebrated annually.

Traditional

American and

International

Holidays and

Celebrations

Valentine’s Day

137

•

Geography

Participates in and describes in

increasing detail the origins and

meaning of the traditional

Brazilian celebrations of

Carnival/Mardi Gras

(February/March). Celebrated

annually or in Year A.

Traditional

American and

International

Holidays and

Celebrations

Carnival/Mardi

Gras

138

•

Geography

Participates in and describes in

increasing detail the origins and

meaning of the traditional

American celebration of George

Washington’s Birthday (February

22). Observed annually.

Traditional

American and

International

Holidays and

Celebrations

George

Washington’s

Birthday

139

•

Geography

Participates in and describes in

increasing detail the origins and

meaning of the traditional

Canadian Heritage Day. Heritage

Day is celebrated in Canada on

the third Monday of every

February. Observed in Year A.

Traditional

American and

International

Holidays and

Celebrations

Canadian

Heritage Day

Page 13

Geography

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

140

•

Geography

Participates in celebration and

discussion of Montessori

Education Week: The story of

Maria Montessori. Observed

annually in late February.

Traditional

American and

International

Holidays and

Celebrations

Montessori Week

141

•

Geography

Participates in and describes in

increasing detail the origins and

meaning of the traditional

Irish/American celebration of St.

Patrick’s Day (March). Celebrated

annually/Celebrated as part of a

unit on Ireland in Year B

Traditional

American and

International

Holidays and

Celebrations

St. Patrick’s Day

142

•

Geography

Participates in and describes in

increasing detail the origins and

meaning of the traditional

Japanese celebration of Boys’ and

Girls’ Days. Celebrated in Year C.

Traditional

American and

International

Holidays and

Celebrations

Japanese celebration

of Boys’ and Girls’

Days

143

•

Geography

Participates in and describes in

increasing detail the origins and

meaning of the traditional

Jewish/American holiday of

Passover. (March/April).

Observed annually.

Traditional

American and

International

Holidays and

Celebrations

Passover

144

•

Geography

Participates in and describes in

increasing detail the origins and

meaning of the traditional

Christian/American celebration

of Easter (March/April).

Observed annually.

Traditional

American and

International

Holidays and

Celebrations

Easter

145

•

Geography

Participates in and describes in

increasing detail the origins and

meaning of the traditional spring

Egyptian celebration of Sham El

Nessim, which means “Smelling

of the Breeze.” Celebrated in

Year C.

Traditional

American and

International

Holidays and

Celebrations

Sham El Nessim,

which means

"Smelling of the

Breeze”

146

•

Geography

Participates in and describes in

increasing detail the origins and

meaning of the traditional

American celebration of Arbor

Day. Observed annually.

Traditional

American and

International

Holidays and

Celebrations

Arbor Day

147

•

Geography

Participates in celebration and

discussion of Earth Day.

Montessori schools often

celebrate Earth Day and Arbor

Day together as one festival.

Celebrated annually in April

Traditional

American and

International

Holidays and

Celebrations

Earth Day

Page 14

Geography

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

148

•

Geography

Participates in and describes in

increasing detail the origins and

meaning of the traditional

Mexican/American celebration of

Cinço de Mayo (May 5).

Observed annually / Observed in

Year A as part of a unit on

Mexico.

Traditional

American and

International

Holidays and

Celebrations

Cinco de Mayo

149

•

Geography

Participates in and describes in

increasing detail the origins and

meaning of the traditional

American celebration of Mother’s

Day (May). Observed annually.

Traditional

American and

International

Holidays and

Celebrations

Mother’s Day

150

•

Geography

Participates in and describes in

increasing detail the origins and

meaning of the traditional

American celebration of Father’s

Day (June). Observed annually.

Traditional

American and

International

Holidays and

Celebrations

Father’s Day

151

•

Geography

Participates in and describes in

increasing detail the origins and

meaning of the traditional

American celebration of Flag Day

(June). Observed annually.

Traditional

American and

International

Holidays and

Celebrations

Flag Day

152

•

Geography

Explores contents of the various

Treasure Boxes containing

artifacts.

Cultural

Geography 2

Continent Studies

153

•

Geography

Identifies different styles of dress,

housing, transport, and foods as

belonging to a specific country of

study.

Cultural

Geography 2

Continent Studies

154

•

Geography

Investigates and gathers

information about the physical

and cultural geography of the

nations of the world from the

encyclopedia and classroom

resource books.

Cultural

Geography 3

Research and

Reports

Lessons in

gathering

information from

age-appropriate

resource materials

155

•

Geography

Prepares bulletin board reports

on given countries from around

the world.

Cultural

Geography 3

Research and

Reports

Lessons in

organizing and

preparing bulletin

board presentations

156

•

Geography

Is able to do a simple country

research pertaining to a specific

country of study.

Cultural

Geography 3

Research and

Reports

Continent Studies

157

•

Geography

Is able to do an in-depth country

research pertaining to a specific

country of study.

Cultural

Geography 3

Research and

Reports

Continent Studies

158

•

Geography

Uses Power Point™, or similar

digital presentation software, to

prepare presentations that

illustrate and enhance oral

reports.

Cultural

Geography 3

Research and

Reports

Lessons in

preparing digital

presentations to

support an oral

report

Page 15

Geography

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

159

•

Geography

Prepares and gives oral reports on

given countries from around the

world.

Cultural

Geography 3

Research and

Reports

Lessons in giving

oral presentations

and age-appropriate

resource materials

160

•

Geography

Studies the flags from each

country included in the continent

of study; researches the history

of the countries’ flags or

researches the history of a

specific country’s flag; includes

the reason for the design and the

color of the flag/s; draws and

colors the flag/s; and includes

whether the flag has changed

from the original flag and an

explanation of the reasons for

change.

Cultural

Geography 4

Research and

Reports

Continent Studies

161

•

Geography

Studies the different animals and

their habitats across a continent.

All aspects about the animal/s

such as habitat, life cycle,

characteristics, environmental

impact on humans, and the

impact of humans on the animal

are included in the study.

Cultural

Geography 4

Research and

Reports

Continent Studies

162

•

Geography

Studies the different plant

species/native plants and their

habitats across the continent. All

aspects about the plants, such as

habitat, life cycle, characteristics,

environmental impact on

humans, and impact of humans

on the species are included in the

study.

Cultural

Geography 4

Research and

Reports

Continent Studies

163

•

Geography

Studies Land and Water Forms of

a continent (physical geography

of the continent). Study includes

the continent’s climate and all

aspects of meteorology; includes

a large detailed physical map of

the continent.

Cultural

Geography 4

Research and

Reports

Continent Studies

164

•

Geography

Studies the political geography of

a region. This research includes

detailed information about the

various governments in a certain

region or an entire continent.

This would probably become a

compare/contrast type report. An

individual country’s government

could also be studied, including a

timeline through present-day

history about the government.

Cultural

Geography 4

Research and

Reports

Continent Studies

Page 16

Geography

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

165

•

Geography

Studies the economics of a

specific country or region,

including information on the

various types of goods

manufactured/ grown/mined in a

specific country or region;

researches the various aspects of

imports and exports and the

impact they have on the country’s

economy.

Cultural

Geography 4

Research and

Reports

Continent Studies

166

•

Geography

Completes an in-depth study so

as to be able to draw, label, and

color a variety of maps about the

continent of study. Maps may

include: political map, physical

map, biome map, map of animals,

map of plants, economic map,

map of archeological sites, map

of ancient civilizations.

Cultural

Geography 4

Research and

Reports

Continent Studies

167

•

Geography

Locates a given country on a

detailed map.

Mapping Skills -

Map Reading

World Maps

168

•

Geography

Identifies and matches the flag of

the state or province in which he

or she lives with a corresponding

Puzzle Map or blank outline map

of the country.

Mapping Skills 4

Flag of the state or

province in which

one lives

169

•

Geography

Duplicates a layout from one map

board to another, with both

boards placed side by side and

oriented in the same direction.

Mapping Skills 4

Model Town or

Farm: Matching the

layout of model

building on two

matching map

boards

170

•

Geography

Using the Model Town or Farm,

the child duplicates a layout from

one board to another, with the

two boards separated and

oriented in opposite directions.

Mapping Skills 4

Model Town or

Farm: Matching the

layout of model

building on two

matching map

boards

171

•

Geography

Using the Model Town or Farm,

the child duplicates a layout on

one board when given a

photograph of a layout of the

buildings set up on a duplicate

board.

Mapping Skills 4

Model Town or

Farm: Matching the

layout of model

building on two

matching map

boards

172

•

Geography

Using a scale model of the

classroom, the child duplicates

the layout of the furniture in the

classroom on a simple scale

model.

Mapping Skills 5

Mapping

Page 17

Geography

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

173

•

Geography

Using the Model Town or Farm,

the child duplicates a layout from

one board to another, using

drawings of each of the buildings

to represent the three-

dimensional model buildings

found on the other.

Mapping Skills 5

Model Town or

Farm: Matching the

layout of model

building on two

matching map

boards

174

•

Geography

Identifies the North and South

Poles on the Continent Globe

and distinguishes between

‘movement’ on the globe in a

northerly or southerly direction.

Mapping Skills -

Introduction to

Compass

Directions 1

Map and Compass -

Introduction

175

•

Geography

Identifies the north, south, east,

and west walls of the classroom.

Mapping Skills -

Introduction to

Compass

Directions 1

Map and Compass -

Introduction

176

•

Geography

On ‘command,’ the child moves

X-steps north, east, south, or

west in the classroom.

Mapping Skills -

Introduction to

Compass

Directions 1

Map and Compass -

Introduction

177

•

Geography

Identifies the directions north,

east, south, and west outside on

the playground.

Mapping Skills -

Introduction to

Compass

Directions 1

Map and Compass -

Introduction

178

•

Geography

Understands and demonstrates

the concept of moving to the

north, south, east, and west on a

map.

Mapping Skills -

Introduction to

Compass

Directions 2

Map and Compass

179

•

Geography

Using a simple compass, on

command, the child can move X-

steps north, east, south, or west

in the classroom or outside.

Mapping Skills -

Using a

Compass 1

Map and Compass

180

•

Geography

Using a simple compass, the child

can identify the directions

northeast, northwest, southeast,

and southwest outside.

Mapping Skills -

Using a

Compass 1

Map and Compass

181

•

Geography

Identifies the relative position of

any point on a map as being

north, northeast, east, southeast,

south, southwest, west, or

northwest of any other given

point.

Mapping Skills -

Using a

Compass 2

Map and Compass

182

•

Geography

Using the Town Game, the child

places specific model buildings on

a model layout of a small village

in which all streets have been

named, using commands that

refer only to their placement on a

given street:

e.g., “Place the church on Elm

Street.”

Mapping Skills -

The Town

Game 1

Map and Compass:

The Town Game

Page 18

Geography

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

183

•

Geography

Using the Town Game, the child

places specific model buildings on

the model town, using commands

that refer only to their placement

at the intersection of two streets.

Mapping Skills -

The Town

Game 2

Map and Compass:

The Town Game

184

•

Geography

Identifies the symbols used to

represent parks, schools,

hospitals, bridges, and other

major points of interest on maps.

Mapping Skills -

Using an Atlas 4

Map reading -

symbols used on

maps

185

•

Geography

Measures distance between two

points on a map using the mileage

scale.

Mapping Skills -

Map Reading 1

Map Reading -

Measuring Distance

186

•

Geography

Locates a specific location on a

simple grid using the horizontal

and vertical coordinates printed

along the sides.

Mapping Skills -

Map Reading 1

Reading a map to

find a specific

location

187

•

Geography

Locates a specific location using

the grid coordinates given on a

road map.

Mapping Skills -

Map Reading 1

Reading a map to

find a specific

location

188

•

Geography

Reads a street map to determine

the best route between two

places.

Mapping Skills -

Map Reading 2

Reading a map to

find directions to a

specific location

189

•

Geography

Uses a local area map to plan the

route from school to a field-trip

destination, and then uses it to

instruct the driver along the way.

Mapping Skills -

Map Reading 2

Reading a map to

find directions to a

specific location

190

•

Geography

Uses a local street map to find

his/her way around an unfamiliar

area.

Mapping Skills -

Map Reading 2

Reading a map to

find directions to a

specific location

191

•

Geography

Uses a pictographic map from an

atlas to determine the major

features of a given country’s

terrain: elevation above sea level;

mountain ranges; natural barriers

to travel; logical land and water

transportation routes.

Mapping Skills -

Using an Atlas 4

Map Reading -

geographical

features portrayed

on maps

192

•

Geography

Reads a contour map to

determine the elevation of any

given point.

Mapping Skills -

Map Reading 5

Map Reading -

geographical

features portrayed

on a map

193

•

Geography

Determines the direction of river

flow on a map that shows

elevation.

Mapping Skills -

Map Reading 5

Map Reading -

geographical

features portrayed

on a map

194

•

Geography

Locates the Equator and Prime

Meridian on a globe or map.

Mapping Skills -

Map Reading 1

Map Reading -

Lines of Longitude

and Latitude

Page 19

Geography

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

195

•

Geography

Identifies the Northern and

Southern Hemispheres.

Mapping Skills -

Map Reading 1

Map Reading -

Lines of Longitude

and Latitude

196

•

Geography

Locates on a globe or map the

Tropic of Cancer, Tropic of

Capricorn, Arctic Circle, and

Antarctic Circle.

Mapping Skills -

Map Reading 1

Map Reading -

Lines of Longitude

and Latitude

197

•

Geography

Demonstrates that parallels of

latitude indicate direction north

and south of the Equator.

Mapping Skills -

Map Reading 2

Map Reading -

Lines of Longitude

and Latitude

198

•

Geography

Uses the concepts of absolute

location (e.g., using grid systems)

and relative location (e.g.,

direction, reference to

neighboring states, and water

features).

Mapping

Skills Longitude

and Latitude 1

Grid Systems

199

•

Geography

Distinguishes between meridians

of longitude and parallels of

latitude and uses the Equator and

Prime Meridian to identify

Northern, Southern, Eastern, and

Western Hemispheres.

Mapping

Skills Longitude

and Latitude 1

Map Reading -

Lines of Longitude

and Latitude

200

•

Geography

Demonstrates that medians of

longitude represent direction east

and west of the Prime Meridian.

Mapping Skills -

Map Reading 1

Map Reading -

Lines of Longitude

and Latitude

201

•

Geography

Locates a point on a map or

globe given its longitude and

latitude in degrees.

Mapping Skills -

Map Reading 2

Map Reading -

Lines of Longitude

and Latitude

202

•

Geography

Identifies the symbols used to

represent national boundaries on

a political map.

Mapping Skills -

Using an Atlas 1

Map reading -

national boundaries

203

•

Geography

Distinguishes among the different

levels of political subdivisions

shown on a map: nations; states

or provinces; counties; and cities.

Mapping Skills -

Using an Atlas 2

Map reading -

state/provincial

boundaries within a

country

204

•

Geography

Uses a pictographic map from an

atlas to determine a country’s

major natural resources,

agricultural products, and

industries by region.

Mapping Skills -

Using an Atlas 2

Map Reading -

recognizing

economic and

natural resource

symbols used on

maps

205

•

Geography

Uses a pictographic map from an

atlas to determine a country’s

annual rainfall by region.

Mapping Skills -

Using an Atlas 2

Map Reading -

recognizing average

rainfall shown

symbolically on

maps

Page 20

Geography

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

206

•

Geography

Uses a pictographic map from an

atlas to determine the size of a

given country’s cities and the

pattern of how its population is

distributed.

Mapping Skills -

Using an Atlas 4

Map Reading -

recognizing

population-density

patterns shown

symbolically on

maps

207

•

Geography

Analyzes the information given in

all of these maps to suggest why

the major population centers of a

given country were located where

they are now.

Mapping Skills -

Using an Atlas 5

Map Reading -

analyzing

population patterns

from symbols on

maps

208

•

Geography

Uses the atlas’ index or table of

contents to determine which map

would be appropriate for a given

task.

Mapping Skills -

Using an Atlas 5

Map Reading -

using an atlas

209

•

Geography

Briefly describes the history of

map making: the importance of

maps in trade; exploration;

warfare before 1900; and how

early maps were developed .

Mapping Skills -

Map Making 1

History of Map

Making

210

•

Geography

Makes an accurate map of the

school campus.

Mapping Skills -

Map Making 1

Preparing one’s

own map to scale

211

•

Geography

Uses online tools, such as Google

Earth™ and Google Maps™, to

locate and investigate specific

places of interest around the

world.

Mapping Skills -

Map Making 2

Online Mapping

Tools

212

•

Geography

Uses a GPS navigation system to

identify his or her location and

plot a route to a destination.

Mapping Skills -

Map Making 2

GPS Mapping

Tools

213

•

Geography

Describes how modern

cartographers prepare maps from

the air and from space.

Mapping Skills -

Map Making 4

Aerial and Satellite

Imaging

214

•

Geography

Locates familiar points on the

school campus or around the

community from an aerial

photograph or Google Earth™

image.

Mapping Skills -

Map Making 4

Using Aerial Photos

as Maps

215

•

Geography

Explains the importance and

everyday use of contour maps in

hiking, construction, and aircraft

navigation.

Mapping Skills -

Map Making 5

Contour Maps

216

•

Geography

Explains how contour maps are

prepared by land-surveying

methods.

Mapping Skills -

Map Reading 5

Contour Maps

217

•

Geography

Constructs a three-dimensional

map model of a Contour Map out

of overlapping cardboard.

Mapping Skills -

Map Making 5

Contour Maps

Page 21

Geography

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

218

•

Geography

Uses a Contour Map (with a

compass) on a hike or on a

camping trip to determine his/her

position and find the best route.

Mapping Skills -

Map Reading 5

Contour Maps

219

•

Geography

Identifies the major islands of the

world on a map.

The

Geographical

Features of the

World 1

Locating and

identifying the

world’s major

islands

220

•

Geography

Identifies the major lakes of the

world on a map.

The

Geographical

Features of the

World 1

Locating and

identifying the

world’s major lakes

221

•

Geography

Identifies the major deserts of the

world on a map.

The

Geographical

Features of the

World 1

Locating and

identifying the

world’s major

deserts

222

•

Geography

Identifies the major rivers of the

world on a map.

The

Geographical

Features of the

World 1

Locating and

identifying the

world’s major rivers

223

•

Geography

Identifies the following geological

land formations on a three-

dimensional model: mountains,

foothills, valleys, plateaus,

canyons, mesas, river palisades,

volcanoes, and crater lakes.

The

Geographical

Features of the

World 1

Identifying

geological

formations

224

•

Geography

Understands and explains the

water cycle.

The

Geographical

Features of the

World 1

Weather and

Erosion

225

•

Geography

Identifies on a chart the interior

regions of the Earth.

The

Geographical

Features of the

World 1

Interior Regions of

the Earth

226

•

Geography

Describes in simple terms what

scientists know or believe to be

true about the interior regions of

the Earth.

The

Geographical

Features of the

World 1

Interior Regions of

the Earth

227

•

Geography

Describes continental shelves in

simple terms.

The

Geographical

Features of the

World 1

Continental Shelves

228

•

Geography

Explains the concept of tectonic

plates and continental drift in

simple terms.

The

Geographical

Features of the

World 1

Tectonic Plates and

Continental Drift

229

•

Geography

Describes earthquakes and the

damage that they can cause.

The

Geographical

Features of the

World 1

Earthquakes

Page 22

Geography

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

230

•

Geography

Explains in simple terms that

earthquakes are the result of

opposing pressure and slippage

between two tectonic plates.

The

Geographical

Features of the

World 1

Earthquakes

231

•

Geography

Describes in simple terms what

scientists know or believe to be

true about volcanoes.

The

Geographical

Features of the

World 1

Volcanoes

232

•

Geography

Identifies the major regions of

volcanic activity in the world

today.

The

Geographical

Features of the

World 1

Volcanoes

233

•

Geography

Explains and gives examples of

how the climate and environment

that people live in strongly affects

their lives.

Climates and

Environments

Climates

234

•

Geography

Explains the concept of how

wind, water, and weather erode

and deposit soil and sand to

continue to shape the surface of

the Earth.

The

Geographical

Features of the

World 1

Weather and

Erosion

235

•

Geography

Describes the climate and

environment of desert regions

around the world.

Climates and

Environments

Biome Study: The

Desert

236

•

Geography

Describes and names some

examples of plants that are

typically found in the desert.

Climates and

Environments

Biome Study: The

Desert

237

•

Geography

Describes and names some

examples of animals that are

typically found in the desert.

Climates and

Environments

Biome Study: The

Desert

238

•

Geography

Describes how people dress in

the desert.

Climates and

Environments

Biome Study: The

Desert

239

•

Geography

Describes and names some

examples of shelter and housing

typically found in desert regions.

Climates and

Environments

Biome Study: The

Desert

240

•

Geography

Describes and names some

examples of traditional modes of

transportation in the desert.

Climates and

Environments

Biome Study: The

Desert

241

•

Geography

Describes the lives of children

who live in desert regions.

Climates and

Environments

Biome Study: The

Desert

242

•

Geography

Describes the climate and

environment of rain forest

regions around the world.

Climates and

Environments

Biome Study: The

Rain Forest

Page 23

Geography

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

243

•

Geography

Describes and names some

examples of plants that are

typically found in the rain forest.

Climates and

Environments

Biome Study: The

Rain Forest

244

•

Geography

Describes and names some

examples of animals that are

typically found in the rain forest.

Climates and

Environments

Biome Study: The

Rain Forest

245

•

Geography

Describes and names some

examples of how people dress in

the rain forest.

Climates and

Environments

Biome Study: The

Rain Forest

246

•

Geography

Describes and names some

examples of shelter and housing

typically found in rain forests.

Climates and

Environments

Biome Study: The

Rain Forest

247

•

Geography

Describes and names some

examples of traditional modes of

transportation in the rain forest.

Climates and

Environments

Biome Study: The

Rain Forest

248

•

Geography

Describes the lives of children

who live in rain forest regions.

Climates and

Environments

Biome Study: The

Rain Forest

249

•

Geography

Describes the climate and

environment of tundra regions

around the world.

Climates and

Environments

Biome Study:

Tundra and Polar

Regions

250

•

Geography

Describes and names some

examples of plants that are

typically found in tundra regions

around the world.

Climates and

Environments

Biome Study:

Tundra and Polar

Regions

251

•

Geography

Describes and names some

examples of animals that are

typically found in tundra regions

around the world.

Climates and

Environments

Biome Study:

Tundra and Polar

Regions

252

•

Geography

Describes and names some

examples of how people dress in

tundra regions around the world.

Climates and

Environments

Biome Study:

Tundra and Polar

Regions

253

•

Geography

Describes and names housing

typically found in tundra regions

around the world.

Climates and

Environments

Biome Study:

Tundra and Polar

Regions

254

•

Geography

Describes and names some

examples of traditional modes of

transportation in tundra regions

around the world.

Climates and

Environments

Biome Study:

Tundra and Polar

Regions

255

•

Geography

Describe the lives of children

who live in tundra regions around

the world.

Climates and

Environments

Biome Study:

Tundra and Polar

Regions

Page 24

Geography

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

256

•

Geography

Describes the climate and

environment of grassland regions

around the world.

Climates and

Environments

Biome Study:

Grasslands

257

•

Geography

Describes and names some

examples of plants that are

typically found in grassland

regions around the world.

Climates and

Environments

Biome Study:

Grasslands

258

•

Geography

Describes and names some

examples of animals that are

typically found in grassland

regions around the world.

Climates and

Environments

Biome Study:

Grasslands

259

•

Geography

Describes and names some

examples of how people dress in

grassland regions around the

world.

Climates and

Environments

Biome Study:

Grasslands

260

•

Geography

Describes and names some

examples of shelter and housing

typically found in grassland

regions around the world.

Climates and

Environments

Biome Study:

Grasslands

261

•

Geography

Describes and names some

examples of traditional modes of

transportation in grassland

regions around the world.

Climates and

Environments

Biome Study:

Grasslands

262

•

Geography

Describes the lives of children

who live in grassland regions

around the world.

Climates and

Environments

Biome Study:

Grasslands

263

•

Geography

Describes the climate and

environment of temperate forest

regions around the world.

Climates and

Environments

Biome Study:

Temperate Forests

264

•

Geography

Describes and names some

examples of plants that are

typically found in temperate

forest regions around the world.

Climates and

Environments

Biome Study:

Temperate Forests

265

•

Geography

Describes and names some

examples of animals that are

typically found in temperate

forest regions around the world.

Climates and

Environments

Biome Study:

Temperate Forests

266

•

Geography

Describes and names some

examples of how people dress in

temperate forest regions around

the world.

Climates and

Environments

Biome Study:

Temperate Forests

267

•

Geography

Describes and names some

examples of shelter and housing

typically found in temperate

forest regions around the world.

Climates and

Environments

Biome Study:

Temperate Forests

268

•

Geography

Describes and names some

examples of traditional modes of

transportation in temperate forest

regions around the world.

Climates and

Environments

Biome Study:

Temperate Forests

Page 25

Geography

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

269

•

Geography

Describes the lives of children

who live in temperate forest

regions around the world.

Climates and

Environments

Biome Study:

Temperate Forests

270

•

Geography

Describes the climate and

environment of mountainous

regions around the world.

Climates and

Environments

Biome Study:

Mountainous

Regions

271

•

Geography

Describes and names some

examples of plants that are

typically found in mountainous

regions around the world.

Climates and

Environments

Biome Study:

Mountainous

Regions

272

•

Geography

Describes and names some

examples of animals that are

typically found in mountainous

regions around the world.

Climates and

Environments

Biome Study:

Mountainous

Regions

273

•

Geography

Describes and names some

examples of how people dress in

mountainous regions around the

world.

Climates and

Environments

Biome Study:

Mountainous

Regions

274

•

Geography

Describes and names some

examples of shelter and housing

typically found in mountainous

regions around the world.

Climates and

Environments

Biome Study:

Mountainous

Regions

275

•

Geography

Describes and names some

examples of traditional modes of

transportation in mountainous

regions around the world.

Climates and

Environments

Biome Study:

Mountainous

Regions

276

•

Geography

Describes the lives of children

who live in mountainous regions

around the world.

Climates and

Environments

Biome Study:

Mountainous

Regions

277

•

Geography

Describes the climate and

environment of wetland regions

around the world.

Climates and

Environments

Biome Study:

Wetlands

278

•

Geography

Describes and names some

examples of plants that are

typically found in wetland regions

around the world.

Climates and

Environments

Biome Study:

Wetlands

279

•

Geography

Describes and names some

examples of animals that are

typically found in wetland regions

around the world.

Climates and

Environments

Biome Study:

Wetlands

280

•

Geography

Describes and names some

examples of how people dress in

wetland regions around the

world.

Climates and

Environments

Biome Study:

Wetlands

281

•

Geography

Describes and names some

examples of shelter and housing

typically found in wetland regions

around the world.

Climates and

Environments

Biome Study:

Wetlands

Page 26

Geography

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

282

•

Geography

Describes and names some

examples of traditional modes of

transportation in wetland regions

around the world.

Climates and

Environments

Biome Study:

Wetlands

283

•

Geography

Describes the lives of children

who live in wetland regions

around the world.

Climates and

Environments

Biome Study:

Wetlands

284

•

Geography

Identifies famous buildings in the

nations of North America on a

map.

Famous

Buildings of the

World

Three-Part Cards of

Famous Buildings

of the World

285

•

Geography

Identifies the capital cities of the

nations of North America on a

map.

World Capitals

Atlas or Maps

286

•

Geography

Identifies the capital cities of the

nations of South America on a

map.

World Capitals

Atlas or Maps

287

•

Geography

Identifies the capital cities of the

nations of Europe on a map.

World Capitals

Atlas or Maps

288

•

Geography

Identifies the nations of Asia and

their capital cities on a map.

World Capitals

Atlas or Maps

289

•

Geography

Identifies the nations of Africa

and their capital cities on a map.

World Capitals

Atlas or Maps

290

•

Geography

Identifies the nations of Oceania

and their capital cities on a map.

World Capitals

Atlas or Maps

291

•

Geography

Investigates and gathers, from

many resources, information

about the city in which we live.

Regions of the

Country in

Which We Live

The City in Which

We Live

292

•

Geography

Investigates and gathers

information about the state in

which we live from many

resources, including the

encyclopedia, classroom resource

books, artifacts, audio-visual

materials, and field trips.

Regions of the

Country in

Which We Live

The State or

Province in Which

We Live

293

•

Geography

Investigates and gathers, from

many resources, information

about the region of the country in

which we live.

Regions of the

Country in

Which We Live

Investigating the

Regions of the

Country in Which

We Live

Page 27

Geography

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

294

•

Geography

Identifies the states/provinces

that make up each of the regions

of the country in which we live.

Regions of the

Country in

Which We Live

Identifying the

States or Provinces

of the Regions of

the Country in

Which We Live

295

•

Geography

Describes the physical geography

of the land in each of the regions

of the country in which we live.

Regions of the

Country in

Which We Live

The Physical

Geography of the

Regions of the

Country in Which

We Live

296

•

Geography

Identifies the major cities within

each of the states or provinces of

the country in which he or she

lives.

Regions of the

United States

The Major Cities of

the Country in

Which We Live

297

•

Geography

Identifies the major natural

resources and industries of each

region of the country in which he

or she lives.

Regions of the

United States

Age-Appropriate

Atlas and Resource

Material about the

Country in which

One Lives

298

•

Geography

Describe the cultural heritage and

traditions of each region of the

country in which he or she lives.

Regions of the

United States

Cultural Heritage of

the Major Cultural

Groups Found in

the Regions of

One’s Country

299

•

Geography

Identifies the ethnic groups that

have settled in each reach region

of the country in which he or she

lives.

Regions of the

United States

History of the

Major Cultural

Groups Found in

the Regions of

One’s Country

300

•

Geography

Develops an imaginary island,

and place it on the Earth, giving

its longitude and latitude.

The Imaginary

Island Study

Imaginary Island:

Positioning on the

Globe

301

•

Geography

Develops a scientifically plausible

map and description of the

interior geographical features of

his/her imaginary island.

The Imaginary

Island Study

Imaginary Island:

Geographical

Features

302

•

Geography

Develops a scientifically plausible

description of the topography

and drainage patterns of his/her

imaginary island.

The Imaginary

Island Study

Imaginary Island:

Topology

303

•

Geography

Develops a scientifically plausible

map and description of the

coastal features of his/her

imaginary island.

The Imaginary

Island Study

Imaginary Island:

Coastline

304

•

Geography

Develops a scientifically plausible

description of the climate that

would be found on his/her

imaginary island, explaining what

factors would contribute to its

climate.

The Imaginary

Island Study

Imaginary Island:

Climate

Page 28

Geography

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

305

•

Geography

Develops a scientifically plausible

description of the flora and fauna

of his/her imaginary island and

how it came to be there.

The Imaginary

Island Study

Imaginary Island:

Flora and Fauna

306

•

Geography

Develops a scientifically plausible

description of the people and

their culture and history on

his/her imaginary island and how

their ancestors came to live there.

The Imaginary

Island Study

Imaginary Island:

Culture of the

Inhabitants

Page 29

Geography

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212

941-729-9565 • www.montessori.org

Montessori

THE

FOUNDATION

Scope & Sequence

Curriculum

Understanding the Scope

and Sequence Code ...

Montessori’s integrated thematic

curriculum allows a broad scope

of study in the areas of history, ge-

ography, and cultural studies.

History begins with the “Big

Bang” and the formation of the

universe and, within it, of our

solar system. Children start with

the story of how the world began,

how it began to cool, the forma-

tion of the atmosphere and

oceans, and the emergence of life.

They study the story of life on

Earth up through the geological

eras to the last ice ages and the

emergence of the earliest hu-

mans.

The children also study the emergence of

human beings during the old and new

stone ages, the development of the first

civilizations, and the universal needs com-

mon to all humanity. For older Elementary

students, the focus is respectively on early

humans, ancient civilizations, and early-

American history (or the early history of

the many other countries in which

Montessori schools are found).

Montessori tries to present a sense of liv-

ing history at every level through direct

hands-on experiences. Students build

models of ancient tools and structures,

prepare their own manuscripts, make cer-

emonial masks, and recreate all sorts of ar-

tifacts of everyday life of historical eras.

Experiences such as these make it much

easier for Montessori children to appreciate

history as it is taught through books.

While Montessori schools are communities

apart from the outside world, in which chil-

dren can first begin to develop their unique

talents, they are also consciously connected

to the local, national, and global communi-

ties. The goal is to lead each student to ex-

plore, understand, and grow into full and

active membership in the adult world. Field

trips provide opportunities to explore the

world outside the classroom. Younger ele-

mentary children often use simplified re-

search card material and charts in their

studies.

The History Curriculum

. 2

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212

941-729-9565 • www.montessori.org

How to Read the Code of Dots and Letters Used in the Scope and Sequence:

Montessori does not organize curriculum by the grade level at which topics are to be taught.

We assume that children learn at different paces and learn best in different ways. In most cases,

students in Montessori programs will work on any given skill or concept over several years. We

introduce students to new lessons as soon as they seem to be ready. Likewise, we have a plan

of what Montessori students ought to learn and the age/grade levels at which which we expect

mastery from most students.

Instead of arranging our curriculum by grade level, we organize it by the subsets of concepts

and skills (Strands) and the sequence in which they will be taught. In our Curriculum Scope

and Sequence, to the right of the list of curriculum elements, we use a series of vertical

columns to represent a given span of ages or grades. We use large dots to indicate the age or

grade levels at which we anticipate a given lesson will be presented. Since we do not follow a

grade-by-grade curriculum, the age or grade when a child will actually be ready to begin work

depends on his or her developmental readiness. Our Dot Code is simply a guideline for

Montessori educators.

When viewed in color on a computer, the dots follow a pattern of green, blue, and red, which

is repeated at each Montessori three-year program cycle. The color coding makes it somewhat

easier to see at which age/grade levels we anticipate children will work on concepts or skills.

Normally, students return to work many times over two years or longer before they truly un-

derstand what they have studied and retain it over time.

As you can see by the example above, we expect that the two Math skills shown (items number

25 and 26) will normally be introduced at age four, and we anticipate that children will con-

tinue to work on them over the following year. The “R” shown in the 1st-grade column indi-

cates that we suggest that the teachers ought to review and re-test to see if the child still

understands the concept or skill. In some case the symbol “I” is used to indicate that a child

should be given a first introduction to a concept or skill at a given age/grade level. Students

often work on some concepts and skills over the course of several years.

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

History

Is able to explain the basic

concepts of day and night.

Day and Night

Initial experiences:

Time

•

History

Uses vocabulary of time in daily

conversation.

Vocabulary of

Time

Initial experiences:

Time

•

History

Displays an understanding of

concept of a year as the time if

takes for the Earth to revolve

around the Sun through

participation in the traditional

Montessori Birthday Ceremony.

Initial

Experiences

with Time

How long is a year?

•

History

Explores the language and

measurement of time through

various timers and clocks.

Initial

Experiences

with Time

Sensorial

exploration of time

•

History

Collaborates in compiling a linear

calendar for the class, which

includes points of interest, such

as the weather and special events.

Initial

Experiences

with Time

Linear Calendar

•

History

Explores concepts of tomorrow,

today, and yesterday.

Initial

Experiences

with Time

Tomorrow, today,

and yesterday

•

History

Places pictures representing the

events in a typical school day in

correct order on a Timeline of a

Day.

Initial

Experiences

with Time

Timeline of a Day

•

History

Begins to use the names of the

days of the week in daily

conversation.

Initial

Experiences

with Time

Days of a Week

•

History

Names the days of the week.

Initial

Experiences

with Time

Tell the Days of a

Week

•

History

Begins to use the names of the

months of the year in daily

conversation.

Initial

Experiences

with Time

Names of the

Months

•

History

Can sing the Months-of-the-Year

song.

Initial

Experiences

with Time

Months of the Year

•

History

Reads cards that list the days of

the week and places them in

correct order.

Initial

Experiences

with Time

Reading words

relating to time

Page 1

History

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

History

Reads cards that list the months

of the year and places them in

correct order, either in a column

or in radial format around a

central ‘sun.’

Initial

Experiences

with Time

Reading words

relating to time

•

History

Works with the Teaching

Calendar, placing month names,

days of the week, and numerals in

sequence.

Initial

Experiences

with Time

Teaching Calendars

•

History

Sorts pictures of outdoor scenes

into the different seasons that

they represent.

Initial

Experiences

with Time

Year and Seasons

•

History

Relates seasons to months of the

year using the Timeline of a Year.

Initial

Experiences

with Time

Year and Seasons

with the Timeline

of a Year

•

History

Places pictures representing

events throughout the year onto

the Timeline of the Year.

Initial

Experiences

with Time

Timeline of a Year

•

History

Makes a Personal Timeline,

placing pictures of events from

his, or her, own life in correct

order.

Initial

Experiences

with Time

Personal Timeline

•

History

Places cards representing

individuals of various ages in

numbered spaces on a timeline

showing how humans age.

Initial

Experiences

with Time

Timeline of

People’s Ages

•

History

Displays an understanding that a

year is the time that it takes the

Earth to go around the Sun one

time.

Initial

Experiences

with Time

How long is a year?

•

History

Displays knowledge that a year

comprises 12 months, or 365 1/4

days.

Initial

Experiences

with Time

How long is a year?

•

History

Discusses how the community in

which he, or she, lives typically

changes during each of the

seasons, including: weather,

appropriate dress, traditional

activities, and major holidays.

Timeline of a

year

Year and Seasons

•

History

Places a series of seasonal

pictures depicting typical outdoor

scenes and activities on the

Timeline of a Year according to

season.

Timeline of a

year

Year and Seasons

•

History

Relates seasonal changes in

weather to the orbit of the Earth

around the Sun and the tilt of the

Earth’s axis [cross-reference

Geography curriculum].

The Seasons

Year and Seasons

Page 2

History

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

History

Places pictures on a Past and

Present Chart to develop an

understanding of the past.

Past and Present

Chart

Understanding the

Past

•

History

Has conversations with older

people; listens to stories about

what life was like when they were

children.

Understanding

the past

Tell me about when

you were a child ...

•

History

Explores and discusses images

and artifacts from the past.

Understanding

the past

Artifacts from the

Past

•

History

Sorts objects or images of animals

according to whether they exist

today or are from a time in the

distant past.

Understanding

the Past

Does this exist

today?

•

History

Explores and discusses images of

transport, homes, clothing, etc.

from different periods (relating to

fundamental needs).

Does this exist

today?

Timeline of History

•

History

Collaborates in producing a

personal family tree.

Timeline of

History

Family tree

•

History

Compares the ages of people in

his/her own family using the

Golden Bead 100 Chain.

Understanding

the Past

Comparing ages of

people we know

•

History

Listens to stories about people

who lived long ago and shows an

awareness and interest in

what/who came before or after

some other event or person.

Understanding

the Past

What came first?

•

History

Looks at and discusses pictures of

activities in a typical day,

discussing which happen in the

morning, afternoon, and evening;

and discusses which comes

before and after, etc.

What came first?

Activities in a

Typical Day

•

History

Places number pieces in the face

of the Montessori Teaching

Clock

Telling Time on

a Clock

Introduction to the

Montessori

Teaching Clock

•

History

Lays out pictures of activities in a

typical day and matches them to

the times indicated on a timeline.

Matching

Pictures of Daily

Activities to the

Timeline of a

Day

The Timeline

of a Day

•

History

Uses a digital clock or watch to

tell time.

Digital Clock

A digital clock

Page 3

History

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

History

Tells time to the hour using the

Montessori Teaching Clock.

Telling Time on

a Clock

Tells time to the

hour

•

History

Tells time to the half-hour using

using the Montessori Teaching

Clock.

Telling Time on

a Clock

Tells time to the

half-hour

•

History

Tells time to the quarter-hour

using the Montessori Teaching

Clock.

Telling Time on

a Clock

Tells time to the

quarter-hour

•

History

Tells time to within five minutes

using the Montessori Teaching

Clock.

Telling Time on

a Clock

Tells time to within

five minute

•

History

Tells time to the minute using the

Montessori Teaching Clock.

Telling Time on

a Clock

Tells time to the

minute

•

History

Calculates the equivalent values in

time from seconds to minutes,

minutes to hours, and hours to

days, and vice versa.

Calculating

Equivalent

Values in Units

of Time

The Clock

•

History

Tells time using European 24-

hour system.

European

24-Hour Time

System

The Montessori

Teaching Clock

•

History

Uses internet-based time-zone

converter to explore concept of

time zones.

Time Zones

•

History

Uses internet-based simulation,

which shows progress of

day/night as Earth rotates to

explore concept of time zones.

Time Zones

•

History

Displays an understanding of the

relationship between position of

the Sun, the Earth’s rotation, and

local time.

Time Zones

•

History

Calculates the current time in

another time zone based on

longitude.

Time Zones

•

History

Uses a Linear (day-by-day)

Calendar to record a simple

history of the class’s year: daily

temperature, weather, birthdays,

special events. At the end of each

month and at the end of the year,

they are laid out as a timeline and

reviewed.

Calendars

Linear Calendar

Page 4

History

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

History

Events recorded on a linear

timeline (such as weather) are

represented in various ways, using

graphs, charts, etc. (cross-

reference Geography and

Mathematics).

Calendars

Linear Calendar

•

History

Uses a standard calendar to plan

and record activities.

Calendars

Standard Calendar

•

History

Creates a personal history by

placing photos of him/herself at

various ages on the Personal

Time Line.

Personal

Timelines

Personal Timeline

•

History

Creates own personal timeline

with photos of him/herself at

various ages and lists of events

that have been important in

his/her life.

Personal

Timelines

Personal Timeline

•

History

Gathers family data about

immediate family and constructs a

two-generation family tree; data

collected orally from parents and

inserted into pro-forma family

sheet.

Family History

Family tree

•

History

Compiles short biographies of

family members who appear on

the two-generation family tree;

presents biographies either orally

or in a small book.

Family History

Family tree

•

History

Interviews parents about events

that occurred during their lives

and compiles this information in

a portfolio of family history.

Family History

Family tree

•

History

Gathers replicas of source

documents for family history to

verify oral information; uses these

for further in-depth study, taking

family tree and biographical

records back further generations.

Family History

Family tree

•

History

Researches events in which own

ancestors were involved and

presents findings to class in

chosen format.

Family History

Family tree

•

History

Differentiates between different

types of sources and comments

on their reliability.

Introduction to

Historical

Research

Is this source

reliable?

•

History

Uses primary and secondary

sources to reconstruct an event in

the past.

Introduction to

Historical

Research

Primary and

Secondary Sources

Page 5

History

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

History

Explores archeological findings as

a source for historical knowledge,

including material remains,

artifacts, and buildings.

Archeology

Archeological

Findings

•

History

Explores radiocarbon dating,

DNA analysis, and other

scientific and technological

methods of finding out about the

past.

Radiocarbon

Dating

Scientific Dating

•

History

Participates in celebration and

discussion of Native American

Indian Heritage Day. Year

A/annually in the USA

American

Historical

Holidays

Native American

Indian Heritage

Day

•

History

Participates in celebration and

discussion of Columbus Day.

Year A/annually in the USA

American

Historical

Holidays

Columbus Day

•

History

Participates in celebration and

discussion of Veteran’s Day. Year

A/annually in the USA

American

Historical

Holidays

Veteran’s Day

•

History

Participates in celebration and

discussion of the Winter Solstice

(NOTE: Some schools adopt

simple celebrations of the other

seasonal solstices as well.)

annually.

Traditional

American and

International

Holidays and

Celebrations

Winter Solstice /

Winterfest

•

History

Participates in celebration and

discussion of Martin Luther

King’s Day and African-

American History month. Year

A/annually in the USA

American

Historical

Holidays

Martin Luther

King’s Day and

African-American

History Month

•

History

Participates in celebration and

discussion of Abraham Lincoln’s

Birthday. Year A/annually in the

USA

American

Historical

Holidays

Abraham Lincoln’s

Birthday

•

History

Participates in celebration and

discussion of George

Washington’s Birthday. Year

A/annually in the USA

American

Historical

Holidays

George

Washington’s

Birthday

•

History

Participates in celebration and

discussion of a Renaissance Fair.

Year B

Historical

Holidays

Renaissance Fair

•

History

Uses a historical atlas to gather

information about the natural

environment of a civilization.

Civilizations

Researching

Historical

Civilizations

Page 6

History

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

History

Uses a historical atlas to

determine the sites of a past

civilization’s major population

centers; offers thoughtful

suggestions as to why they were

located where they were.

Civilizations

Researching

Historical

Civilizations

•

History

Takes simple, but accurate, notes

of essential information about a

historical civilization as it is

presented in lectures or films.

Civilizations

Researching

Historical

Civilizations

•

History

Uses the encyclopedia and library

reference books to gather

background information about a

historical civilization.

Civilizations

Researching

Historical

Civilizations

•

History

Applies research skills to

investigate historical civilizations

as part of a small collaborative

team of students; presents the

results of his or her research to

the entire class.

Civilizations

Researching

Historical

Civilizations

•

History

Works with materials and

activities to expand knowledge

and satisfy interest,

understanding, and appreciation

regarding a historical civilizations.

Civilizations

Researching

Historical

Civilizations

•

History

Researches and recreates a menu

of typical food or feast of a

civilization in a given historical

period.

Civilizations

Researching

Historical

Civilizations

•

History

Reads and researches classical

tales, myths, and legends of a

civilization in a given historical

period.

Civilizations

Researching

Historical

Civilizations

•

History

Researches and constructs models

of buildings, dioramas, tools, and

artifacts of a civilization from a

given historical period.

Civilizations

Researching

Historical

Civilizations

•

History

Researches and is able to prepare

artwork imitating that of a

civilization from a given historical

period.

Civilizations

Researching

Historical

Civilizations

•

History

Researches and is able to perform

dance or music, imitating that of

a civilization from a given

historical period.

Civilizations

Researching

Historical

Civilizations

•

History

Researches and is able to perform

a play from or about a historical

civilization.

Civilizations

Researching

Historical

Civilizations

Page 7

History

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

History

Prepares a well-written research

report on a civilization: records in

own words key information from

reference material; prepares an

outline followed by a research

report; provides a table of

contents; provides a bibliography;

illustrates the report in some way;

communicates the report to a

group in some way.

Civilizations

Researching

Historical

Civilizations

•

History

Determines the period during

which a civilization developed,

flourished, and declined.

Civilizations

Ancient

Civilizations:

Historical Time

Frame

•

History

Describes the major civilizations

in existence during a given

historical period.

Civilizations

Ancient

Civilizations:

Historical Time

Frame

•

History

Is able to describe how many

centuries ago a specific ancient

civilization flourished.

Civilizations

Ancient

Civilizations:

Historical Time

Frame

•

History

Is able to describe what the land

looked like during the period

when a given ancient civilization

existed.

Civilizations

Ancient

Civilizations:

Natural

Environment

•

History

Is able to describe what the

climate was like during the period

when a given ancient civilization

existed.

Civilizations

Ancient

Civilizations:

Natural

Environment

•

History

Is able to describe what plants

and animals were present in

during the period when a given

ancient civilization existed.

Civilizations

Ancient

Civilizations:

Natural

Environment

•

History

Is able to describe the type of

clothing worn by the people of a

given ancient civilization.

Civilizations

Ancient

Civilizations: Daily

Life - Clothing

•

History

Is able to describe the type of

food that was eaten by a specific

ancient civilization.

Civilizations

Ancient

Civilizations: Daily

Life - Diet

•

History

Is able to describe the types of

homes and other structures that

were build by a given ancient

civilization.

Civilizations

Ancient

Civilizations: Daily

Life - Buildings

•

History

Is able to describe how homes

were furnished and decorated by

a specific ancient civilization.

Civilizations

Ancient

Civilizations: Daily

Life - Homes

•

History

Is able to describe what tools and

household utensils were used by a

given ancient civilization.

Civilizations

Ancient

Civilizations: Daily

Life - Tools

Page 8

History

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

History

Is able to describe what the

family structure was like in a

given ancient civilization.

Civilizations

Ancient

Civilizations: Daily

Life - Families

•

History

Is able to describe what kind of

education was given to children

from a given ancient civilization.

Civilizations

Ancient

Civilizations: Daily

Life - Education

•

History

Is able to describe what kind of

agriculture was practiced, what

crops were grown, and what

animals were raised by a given

ancient civilization.

Civilizations

Ancient

Civilizations:

Human Activities -

Agriculture

•

History

Is able to describe what kinds of

industry were developed by a

given ancient civilization.

Civilizations

Ancient

Civilizations:

Human Activities -

Industry

•

History

Is able to describe how daily

commerce was conducted, what

items were traded in their

markets, and whether some form

of currency was used by a given

ancient civilization.

Civilizations

Ancient

Civilizations:

Human Activities -

Commerce

•

History

Is able to describe what kind of

trade occurred, what was traded,

with whom they traded, how

goods were transported, and

which transportation routes were

followed by a given ancient

civilization.

Civilizations

Ancient

Civilizations:

Human Activities -

Trade and

Transportation

100

•

History

Is able to determine what was

‘borrowed’ from contact with

neighbors and more distant

civilizations by a given ancient

civilization.

Civilizations

Ancient

Civilizations:

Human Activities -

Inter-Cultural

Influences

101

•

History

Is able to determine in what kinds

of recreational activities were

enjoyed by a given ancient

civilization.

Civilizations

Ancient

Civilizations:

Human Activities -

Recreation

102

•

History

Is able to determine from where

the people of a given ancient

civilization originally came.

Civilizations

Ancient

Civilizations:

Origins of the

Civilization

103

•

History

Is able to determine how well the

environment suited a given

ancient civilization’s needs.

Civilizations

Ancient

Civilizations:

Environmental

Influences on

Society

104

•

History

Is able to determine the kind of

government a given ancient

civilization had.

Civilizations

Ancient

Civilizations:

Government

Page 9

History

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

105

•

History

Is able to determine the type of

class structure a given ancient

civilization had.

Civilizations

Ancient

Civilizations:

Class Structure

106

•

History

Is able to determine a given

ancient civilization’s attitude

towards war and defense: Were

they a peaceful or warlike people?

What kinds of weapons and

strategies did they employ? What

sort of military did they have?

What wars did they fight?’

Civilizations

Ancient

Civilizations: War

and Self-Defense

107

•

History

Is able to describe the language

the people of a given ancient

civilization spoke.

Civilizations

Ancient

Civilizations:

Language

108

•

History

Is able to describe if and how the

people of a given ancient

civilization wrote down their

thoughts.

Civilizations

Ancient

Civilizations:

Written Language

109

•

History

Is able to describe what a given

ancient civilization’s religion was

like, what holidays were

celebrated, and how their religion

affected their daily lives.

Civilizations

Ancient

Civilizations:

Religious Beliefs

110

•

History

Is able to describe what the

literature of a given ancient

civilization was like and can retell

some of the most famous tales,

myths, and legends.

Civilizations

Ancient

Civilizations:

Stories and Myths

111

•

History

Is able to describe what the art

and music of a given ancient

civilization was and identifies

examples of the art and music (if

any have survived).

Civilizations

Ancient

Civilizations: Art,

Music, Dance, and

Theater

112

•

History

Is able to describe any inventions

or discoveries of a given ancient

civilization.

Civilizations

Ancient

Civilizations:

Discoveries and

Invention

113

•

History

Is able to describe some of the

famous men and women of a

given ancient civilization and

explain their contributions to the

civilization.

Civilizations

Ancient

Civilizations:

Famous Men and

Women

114

•

History

Explains the archeological

evidence that supports the

information acquired and why it

can be considered factual.

Civilizations

Ancient

Civilizations:

Archeological

Evidence

115

•

History

Is able to describe the greatest

‘mysteries’ still confronting

scientists about a given ancient

civilization.

Civilizations

Ancient

Civilizations:

Archeological

Evidence

Page 10

History

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

116

•

History

Undertakes research into the

features of the Middle Ages.

Civilizations

Middle Ages

117

•

History

Undertakes research into the

culture of Europe during the

Renaissance.

Civilizations

Renaissance Period

118

•

History

Researches to discover the culture

and technology of the Upper Old

Stone Age.

The Story of the

Coming of

Humans

Upper Stone Age

119

•

History

Researches to discover the culture

and technology of the Middle

Stone Age.

The Story of the

Coming of

Humans

Middle Stone Age

120

•

History

Researches to discover the culture

and technology of the New Stone

Age.

The Story of the

Coming of

Humans

New Stone Age

121

•

History

Researches to discover the culture

and technology of the Copper

and Bronze Age.

Civilizations

Copper and

Bronze Age

122

•

History

Researches to discover the culture

and technology of the Iron Age.

Civilizations

123

•

History

Researches to discover the culture

and technology of Paleo-Indians.

American

Studies

American Studies:

Pre-Columbian -

Paleo-Indians

124

•

History

Researches to discover the culture

and technology of the Mayas.

American

Studies

American Studies:

Pre-Columbian -

Mayas

125

•

History

Researches to discover the culture

and technology of the Aztecs.

American

Studies

American Studies:

Pre-Columbian -

Aztecs

126

•

History

Researches to discover the culture

and technology of the Incas.

American

Studies

American Studies:

Pre-Columbian -

Incas

127

•

History

Researches to discover the culture

and technology of the Inuit

Indians.

American

Studies

American Studies:

Pre-Columbian -

Inuit

128

•

History

Researches to discover the culture

and technology of the Indigenous

Peoples of the Woodlands.

American

Studies

American Studies:

Native Americans

of the Woodlands

Page 11

History

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

129

•

History

Researches to discover the culture

and technology of the Indigenous

People of the Plains.

American

Studies

American Studies:

Native Americans

of the Plains

130

•

History

Researches to discover the culture

and technology of Indigenous

Peoples of the Southwest.

American

Studies

American Studies:

Native Americans

of the Southwest

131

•

History

Understands and explains the

motives that led the Spanish,

Portuguese, and other European

discoverers to search for an ocean

route to China and India.

American

Studies

The Spanish and

Portuguese

Explorers

132

•

History

Understands and describes the

cultural motivations that led the

Vikings to venture westward into

the Atlantic and attempt to

establish permanent settlements

before Columbus.

American

Studies

Viking explorers

133

•

History

Understands and describes the

difficulties and dangers faced by

sea captains and explorers in the

years before accurate navigation

charts were developed and local

ports of safe harbor and supplies

were established.

American

Studies

Early Exploration

134

•

History

Understands and describes the

nature of the sailing ships used by

the early explorers, discussing

their speed through the water,

their working layout, and the

living conditions aboard.

American

Studies

Early Exploration

135

•

History

Understands and describes how

European explorers contributed

to the destruction of the

sophisticated indigenous

civilizations that they

encountered.

American

Studies

Impact of

Colonization on the

Indigenous Peoples

136

•

History

Understands and explains the

motives that led various

European nations to establish

permanent colonies in North and

South America.

American

Studies

Colonization

137

•

History

Researches and explains the story

of the Vikings in North America.

American

Studies

Vikings Explorers

138

•

History

Researches and explains the story

of Columbus.

American

Studies

Columbus

Page 12

History

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

139

•

History

Researches and explains the story

of Cortez, Pizzaro, Desoto,

Ponce De Leon, and the other

Conquistadors.

American

Studies

Explorers

140

•

History

Researches and explains the story

of the major English explorers.

American

Studies

Explorers

141

•

History

Researches and explains the story

of the major French explorers:

the Priests and Voyageurs.

American

Studies

Explorers

142

•

History

Understands and retells the story

of the founding of the first

English settlement in what is now

the United States at Jamestown,

Virginia.

American

Studies

Colonial America

143

•

History

Understands and retells the story

of the Pilgrims and the founding

of the Plymouth Colony.

American

Studies

Colonial America

144

•

History

Understands and describes the

relationship between the early

American colonists and the

Indigenous Peoples.

American

Studies

Colonial America

145

•

History

Identifies the original 13

American colonies.

American

Studies

Colonial America

146

•

History

Researches and describes the

lifestyle, climate, housing,

transportation, social structure,

tools, and economies of the New

England, Middle Atlantic, and

Southern colonies.

American

Studies

Colonial America

147

•

History

Researches and describes the

institution of slavery as it was

practiced in America.

American

Studies

Colonial America

148

•

History

Researches and identifies the

areas where most slaves were

taken from and the process of the

slave trade.

American

Studies

Colonial America

149

•

History

Researches and describes the life

of typical field hands, house

slaves, craftsmen, and freemen in

Colonial America.

American

Studies

Colonial America

150

•

History

Researches and explains the

economic and social rationales

that were used to justify the

institution of slavery.

American

Studies

Colonial America

Page 13

History

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

151

•

History

Researches and describes the role

of women in early America.

American

Studies

Colonial America

152

•

History

Researches and identifies the

major cities of Colonial America.

American

Studies

Colonial America

153

•

History

Researches and describes the

major forces and events that led

to the Declaration of

Independence and the American

Revolution.

American

Studies

American

Revolution

154

•

History

Identifies and briefly describes

the roles of the following

American patriots: George

Washington, Thomas Jefferson,

John Adams, Benjamin Franklin,

Paul Revere, and Thomas Paine.

American

Studies

American

Revolution

155

•

History

Summarizes the importance of

the ideas contained in the

Declaration of Independence.

American

Studies

American

Revolution

156

•

History

Describes the process of the

United States’ westward territorial

expansion.

American

Studies

Westward

Expansion

157

•

History

Describes the motivations that

led the settlers to move west and

the difficulties that they

encountered.

American

Studies

Westward

Expansion

158

•

History

Describes the relationship

between the United States

government, the pioneers, and

the Native American tribes.

American

Studies

Colonization

159

•

History

Describes the development of

American industry and the

growth of the cities.

American

Studies

Industrial

Revolution

160

•

History

Describes the factors that led to

the Civil War: slavery, regional

jealousies, economics, and

perceived cultural differences.

American

Studies

Civil War

161

•

History

Describes in simple terms the

major events of the Civil War,

and identify the roles of Robert

E. Lee, Jefferson Davis, Abraham

Lincoln, and Ulysses S. Grant.

American

Studies

Civil War

162

•

History

Describes the major inventions

and changes in lifestyle that

developed between 1800 and

1920.

American

Studies

Industrial

Revolution

Page 14

History

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

163

•

History

Describes the major issues and

events of the First and Second

World Wars.

American

Studies

World Wars

164

•

History

Describes the major inventions

and changes in lifestyle that

developed after 1920 to the

present day.

American

Studies

Industrial

Revolution

165

•

History

Identifies the major European,

African, and Asian sources of the

American people.

American

Studies

Culture

166

•

History

Identifies the most famous

American inventors.

American

Studies

American Inventors

167

•

History

Researches the history of the state

in which the school is located and

describes the major events in its

history.

American

Studies

State History

168

•

History

Names the presidents of the

United States and briefly

describes their contribution to the

nation’s history.

American

Studies

American

Government

169

•

History

Describes the relative roles of

national, state, and local

governments in our lives.

American

Studies

American

Government

170

•

History

Describes in simple terms the

functions of the three branches of

government in the United States.

American

Studies

American

Government

171

•

History

Describes and explains in broad

terms how the legal system

functions, including the roles of

judges, lawyers, and juries.

American

Studies

American

Government

172

•

History

Explains the rights guaranteed to

all Americans under the US

Constitution.

American

Studies

American

Government

173

•

History

NOTE: Elementary Montessori

Guides present introductory

lessons about ancient civilizations

to class. Studies can include

ancient Egypt, Babylonia,

Assyrians, Persia, the Indus

Valley (Dravidian Civilizations),

China, Phoenicians, Greece, and

Rome.

Civilizations

Historical

Civilizations

174

•

History

Describes the process of electing

local, state, and national

government officials.

American

Studies

American

Government

Page 15

History

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

175

•

History

Explains and describes the roles

played by mayors, county

commissioners, governors, and

the President of the United

States.

American

Studies

American

Government

176

•

History

Explains and describes the roles

played by town councils, county

commissions, state legislatures,

and the Congress of the United

States.

American

Studies

American

Government

Page 16

History

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212

941-729-9565 • www.montessori.org

Montessori

THE

FOUNDATION

Scope & Sequence

Curriculum

Understanding the Scope

and Sequence Code ...

Cosmic Studies involves a wide range of

lessons and units of exploration designed

to give students a sense of the story of the

universe, how life developed, and the

story of our history.

We introduce these lessons and experi-

ences in the hope that they will inspire

our in our students a sense of wonder and

awaken interest, appreciation, and under-

standing. This is what Montessori had in

mind when she wrote:

“The secret of good teaching is to regard

the child's intelligence as a fertile field in

which seeds may be sown, to grow under

the heat of flaming imagination. Our

aim is not only to make the child under-

stand, and still less to force him to mem-

orize, but so to touch his imagination as

to enthuse him to his innermost core. We

do not want complacent pupils, but eager

ones. We seek to sow life in the child

rather than theories, to help him in his

growth, mental and emotional as well as

physical, and for that we must offer

grand and lofty ideas to the human

mind.”

We bear witness to the way our students

respond to our key lessons and all the

many experiences that we arrange, but in

this area we do not have any distinct ex-

pectation that they must master and retain

what we shared.

At the elementary level, Dr. Montessori's

Great Lessons are five key areas of intercon-

nected studies traditionally presented to all

elementary Montessori students in the

form of inspiring stories and related expe-

riences and research projects. They include

the story of how the world came to be, the

development of life on the Earth, the story

of humankind, the development of lan-

guage, and the development of writing, and

the development of mathematics.

The Cosmic Curriculum

Cosmic Studies

Curriculum

How to Read the Code of Dots and Letters Used in the Scope and Sequence:

Montessori does not organize curriculum by the grade level at which topics are to be taught.

We assume that children learn at different paces and learn best in different ways. In most cases, students

in Montessori programs will work on any given skill or concept over several years. We introduce

students to new lessons as soon as they seem to be ready. Likewise, we have a plan

of what Montessori students ought to learn and the age/grade levels at which which we expect mastery

from most students.

Instead of arranging our curriculum by grade level, we organize it by the subsets of concepts and skills

(Strands) and the sequence in which they will be taught. In our Curriculum Scope and Sequence, to the

right of the list of curriculum elements, we use a series of vertical columns to represent a given span of

ages or grades. We use large dots to indicate the age or grade levels at which we anticipate a given

lesson will be presented. Since we do not follow a grade-by-grade curriculum, the age or grade when a

child will actually be ready to begin work depends on his or her developmental readiness. Our Dot

Code is simply a guideline for Montessori educators.

When viewed in color on a computer, the dots follow a pattern of green, blue, and red, which is

repeated at each Montessori three-year program cycle. The color coding makes it somewhat easier to

see at which age/grade levels we anticipate children will work on concepts or skills. Normally, students

return to work many times over two years or longer before they truly understand what they have

studied and retain it over time.

As you can see by the example above, we expect that the two Math skills shown (items number

25 and 26) will normally be introduced at age four, and we anticipate that children will con- tinue to

work on them over the following year. The “R” shown in the 1st-grade column indi- cates that we

suggest that the teachers ought to review and re-test to see if the child still understands the concept or

skill. In some case the symbol “I” is used to indicate that a child should be given a first introduction

to a concept or skill at a given age/grade level. Students often work on some concepts and skills over

the course of several years.

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Cosmic

Studies

Observes Laws of the Universe

experiments and records

observations: 1 Cold - Freezing.

Laws of the

Universe 1

Experiments 1 - 20

•

Cosmic

Studies

Observes Laws of the Universe

experiments and records

observations: 2 The Formation of

a Star.

Laws of the

Universe 1

Experiments 1 - 20

•

Cosmic

Studies

Observes Laws of the Universe

experiments and records

observations: 3 Solid-Liquid-Gas.

Laws of the

Universe 1

Experiments 1 - 20

•

Cosmic

Studies

Observes Laws of the Universe

experiments and records

observations: 4 Liquid - Viscous.

Laws of the

Universe 1

Experiments 1 - 20

•

Cosmic

Studies

Observes Laws of the Universe

experiments and records

observations: 5 Passing from

Liquid to Gas.

Laws of the

Universe 1

Experiments 1 - 20

•

Cosmic

Studies

Observes Laws of the Universe

experiments and records

observations: 6 Passing from Gas

to Liquid to Solid.

Laws of the

Universe 1

Experiments 1 - 20

•

Cosmic

Studies

Observes Laws of the Universe

experiments and records

observations: particles that attract

each other and particles that do

not attract each other.

Laws of the

Universe 1

Experiments 1 - 20

•

Cosmic

Studies

Observes Laws of the Universe

experiments and records

observations: 8 Mixture.

Laws of the

Universe 1

Experiments 1 - 20

•

Cosmic

Studies

Observes Laws of the Universe

experiments and records

observations: 9 Chemical

Combination of Gas.

Laws of the

Universe 1

Experiments 1 - 20

•

Cosmic

Studies

Observes Laws of the Universe

experiments and records

observations: 10 Crystallization.

Laws of the

Universe 1

Experiments 1 - 20

•

Cosmic

Studies

Observes Laws of the Universe

experiments and records

observations: 11 Chemical

Reaction.

Laws of the

Universe 1

Experiments 1 - 20

•

Cosmic

Studies

Observes Laws of the Universe

experiments and records

observations: 12 Precipitation.

Laws of the

Universe 1

Experiments 1 - 20

•

Cosmic

Studies

Observes Laws of the Universe

experiments and records

observations: 13 Properties of

Solid, Liquid and Gas.

Laws of the

Universe 1

Experiments 1 - 20

Page 1

Cosmic Studies

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Cosmic

Studies

Observes Laws of the Universe

experiments and records

observations: 14 Elastic, Plastic,

Rigid.

Laws of the

Universe 1

Experiments 1 - 20

•

Cosmic

Studies

Observes Laws of the Universe

experiments and records

observations: 15 Matter Changes

its State at Different

Temperatures.

Laws of the

Universe 1

Experiments 1 - 20

•

Cosmic

Studies

Observes Laws of the Universe

experiments and records

observations: 16a Law of Gravity.

Laws of the

Universe 1

Experiments 1 - 20

•

Cosmic

Studies

Observes Laws of the Universe

experiments and records

observations: 16b Density and the

Law of Gravity.

Laws of the

Universe 1

Experiments 1 - 20

•

Cosmic

Studies

Observes Laws of the Universe

experiments and records

observations: 17 Rapidity of

Cooling Depends on the Mass of

the Bodies.

Laws of the

Universe 1

Experiments 1 - 20

•

Cosmic

Studies

Observes Laws of the Universe

experiments and records

observations: 18 Volcano.

Laws of the

Universe 1

Experiments 1 - 20

•

Cosmic

Studies

Observes Laws of the Universe

experiments and records

observations: 19 Matter Expands

When Heated.

Laws of the

Universe 1

Experiments 1 - 20

•

Cosmic

Studies

Observes Laws of the Universe

experiments and records

observations: 20 Quick

Evaporation.

Laws of the

Universe 1

Experiments 1 - 20

•

Cosmic

Studies

Repeats experiments relating to

the Laws of the Universe,

working alone or with another

child.

Laws of the

Universe 1

Experiments 1 - 20

•

Cosmic

Studies

Listens to the story “God with

No Hands” (or similar

impressionistic cosmic story) to

gain first impressions of deep

time and the origin of all things,

as well as interrelatedness of all;

older children revisit this to re-

inspire own research.

Story of the

Universe 1

The Origin of the

Universe and the

Earth

•

Cosmic

Studies

Displays an awareness that matter

is comprised of molecules, that

molecules are made up of atoms,

and that atoms of different

elements combine to form

compounds (Dance of

Molecules).

Laws of the

Universe 2

Composition of the

Universe

Page 2

Cosmic Studies

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Cosmic

Studies

Repeats chemical law experiments

9, 10 & 11 and applies additional

knowledge of atoms, molecules,

etc.

Laws of the

Universe 2

Composition of the

Universe

•

Cosmic

Studies

Repeats physical law experiments

2 - 7 and discusses these in

context of additional knowledge

of the formation of stars and

phases of matter.

Laws of the

Universe 2

Composition of the

Universe

•

Cosmic

Studies

Displays an awareness of the

concept of space-time and

recognizes the equation

e = mc

Laws of the

Universe 2

Composition of the

Universe

•

Cosmic

Studies

Discusses the origin of the

Universe, displaying a beginning

knowledge (Big Bang

Theory/Great Radiance/Higgs

Event) .

Story of the

Universe 2

The Origin of the

Universe and the

Earth

•

Cosmic

Studies

Participates in discussions and

stories regarding the formation of

stars.

Story of the

Universe 2

The Origin of the

Universe and the

Earth

•

Cosmic

Studies

Explores the different types of

stars, and how different elements

are formed in different stars, uses

the term “Stellar

Nucleosynthesis” in context,

displays an awareness that all the

elements in the universe (other

than hydrogen and helium) were

created by dying stars – that we

are, very literally, made of

stardust.

Story of the

Universe 2

The Origin of the

Universe and the

Earth

•

Cosmic

Studies

Participates in lessons, stories,

and discussion: Chart 1 The

Large Flaming Sun, the Small

Earth.

Story of the

Universe 2

Impressionistic

Charts: First Great

Lesson

•

Cosmic

Studies

Participates in lesson, stories, and

discussion: Chart 2a The Earth in

the Solar System.

Story of the

Universe 2

Impressionistic

Charts: First Great

Lesson

•

Cosmic

Studies

Explains that the Earth revolves

around the Sun, a concept initially

developed from the traditional

Montessori Birthday Ceremony.

Story of the

Universe 2

Earth Walk around

the Sun

•

Cosmic

Studies

Explains that the eight planets

revolve around the Sun, a

concept initially developed

through the Dance of the Solar

System.

Story of the

Universe 2

Dance of the Solar

System

Page 3

Cosmic Studies

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Cosmic

Studies

Explains that many of the planets

have moons, which orbit their

home planet, while the planet,

itself, revolves around the Sun, a

concept initially developed

through the Dance of the

Cosmos.

Story of the

Universe 2

The Planets and

Their Moons

•

Cosmic

Studies

Uses the concepts

galaxy, nebula,

star, asteroid, comet, planet, moon

, etc.

accurately; these concepts could

be acquired through work with

three-part cards, books, internet

sources, conversation, etc.

Story of the

Universe 2

Impressionistic

Charts: First Great

Lesson

•

Cosmic

Studies

Researches the formation of the

Solar System using various

resources and communicates

findings through chosen media.

Story of the

Universe 2

Impressionistic

Charts: First Great

Lesson

•

Cosmic

Studies

Researches the planets using

various resources and

communicates findings through

chosen media.

Story of the

Universe 2

Impressionistic

Charts: First Great

Lesson;

Experiments and

Supporting

Materials

•

Cosmic

Studies

Displays a beginning knowledge

of the concept of the “Goldilocks

Zone,” regarding the position of

the Earth in the Solar System.

Story of the

Universe 2

Impressionistic

Charts: First Great

Lesson;

Experiments and

Supporting

Materials

•

Cosmic

Studies

Explores the relative sizes of

different bodies in the universe

and the distances between these

bodies; expresses large numbers

as exponents; calculates ratios (e.

g.,” If the Earth were the size of a

pea, how far would it be to the

Sun?”).

Story of the

Universe 2

Impressionistic

Charts: First Great

Lesson;

Experiments and

Supporting

Materials

•

Cosmic

Studies

Explores the relative sizes of

different bodies in the universe

and the distances between these

bodies; expresses large numbers

as exponents; calculates ratios -

working from a mathematical

perspective.

Story of the

Universe 2

Impressionistic

Charts: First Great

Lesson;

Experiments and

Supporting

Materials

•

Cosmic

Studies

Expresses the distance between

stars and galaxies in light years,

displaying an awareness of the

concept of the speed of light.

Story of the

Universe 2

Impressionistic

Charts: First Great

Lesson;

Experiments and

Supporting

Materials

Page 4

Cosmic Studies

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Cosmic

Studies

Participates in lessons, stories and

discussion: Charts 3 - 5 the

Cosmic Dance; Volcanoes;

Volcanoes and the Sun, relating

these charts with Experiment 19

(first level).

Structure of the

Earth

Impressionistic

Charts: First Great

Lesson;

Experiments and

Supporting

Materials

•

Cosmic

Studies

Participates in lessons, stories and

discussion: Charts 3 - 5 The

Cosmic Dance; Volcanoes;

Volcanoes and the Sun, relating

these charts with Experiment 5a

and 5b (Second Level - Warm Air

Rises).

Structure of the

Earth

Impressionistic

Charts: First Great

Lesson;

Experiments and

Supporting

Materials

•

Cosmic

Studies

Participates in lessons, stories and

discussion: Chart 6a The Layers

of the Earth, relating the chart to

Experiment 16a and 16b (First

Level Gravity).

Structure of the

Earth

Impressionistic

Charts: First Great

Lesson;

Experiments and

Supporting

Materials

•

Cosmic

Studies

Participates in lessons, stories and

discussion: Chart 6a The Layers

of the Earth, relating the chart to

Second Level experiments 8a and

8b.

Structure of the

Earth

Impressionistic

Charts: First Great

Lesson;

Experiments and

Supporting

Materials

•

Cosmic

Studies

Displays a beginning knowledge

of the formation of the

atmosphere and hydrosphere,

which shows understanding of

the interrelatedness of all things.

Dating of the

Earth

History of the

Dating of the

Earth

•

Cosmic

Studies

Represents knowledge and

understanding of the structure of

the Earth through chosen media

(diagrams, models, stories, own

experiments) relating to the

various layers and volcanoes.

Structure of the

Earth

Impressionistic

Charts: First

Great Lesson;

Experiments and

Supporting

Materials

•

Cosmic

Studies

Uses terminology relating to the

layers of the Earth, type of

volcanoes, and seismic events

accurately.

Structure of the

Earth

Impressionistic

Charts: First

Great Lesson;

Experiments and

Supporting

Materials

•

Cosmic

Studies

Uses more advanced terminology

(e.g.,

barysphere, lithosphere,

hydrosphere, atmosphere

) accurately.

Structure of the

Earth

Impressionistic

Charts: First

Great Lesson;

Experiments and

Supporting

Materials

•

Cosmic

Studies

Participates in lessons, stories and

discussion relating to Second

Level experiments 9a and 9b

(Weight of Bodies, Gravity,

Specific Weight).

Structure of the

Earth

Impressionistic

Charts: First

Great Lesson;

Experiments and

Supporting

Materials

Page 5

Cosmic Studies

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Cosmic

Studies

Participates in lessons, stories and

discussion relating to Second

Level experiments: 10

Sedimentation.

Structure of the

Earth

Impressionistic

Charts: First

Great Lesson;

Experiments and

Supporting

Materials

•

Cosmic

Studies

Participates in lessons, stories and

discussion relating to Second

Level experiments: 11 - 13:

Formation of Mountains;

Fractures in the Earth’s Crust;

Stratification of Rocks.

Structure of the

Earth

Impressionistic

Charts: First

Great Lesson;

Experiments and

Supporting

Materials

•

Cosmic

Studies

Explores and classifies rock

specimens into three major

categories: Igneous, Sedimentary,

and Metamorphic.

Structure of the

Earth

Impressionistic

Charts: First

Great Lesson;

Experiments and

Supporting

Materials

•

Cosmic

Studies

Identifies rock types found in

own area.

Structure of the

Earth

Impressionistic

Charts: First

Great Lesson;

Experiments and

Supporting

Materials

•

Cosmic

Studies

Explores and communicates an

understanding of the water cycle,

weathering, erosion, and

deposition and the role they

played, and continue to play, on

the shaping of the surface of the

Earth.

Structure of the

Earth

Impressionistic

Charts: First

Great Lesson;

Experiments and

Supporting

Materials

•

Cosmic

Studies

Participates in lessons, stories and

discussion relating to Chart 7:

The Sun and the Earth; Second

level experiment 14: Solar

Energy.

Structure of the

Earth

Impressionistic

Charts: First

Great Lesson;

Experiments and

Supporting

Materials

•

Cosmic

Studies

Participates in lessons, stories and

discussion relating to Chart 8 :

Fire and Ice; Second Level

experiment 15: Illumination of

the Earth; and Chart 9:

Perpendicular and Oblique rays

of the Sun.

Structure of the

Earth

Impressionistic

Charts: First

Great Lesson;

Experiments and

Supporting

Materials

•

Cosmic

Studies

Participates in lessons, stories,

and discussion about Continental

Drift.

Structure of the

Earth

Impressionistic

Charts: First

Great Lesson;

Experiments and

Supporting

Materials

Page 6

Cosmic Studies

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Cosmic

Studies

Listens to stories about how we

know the ages of the Earth,

rocks, moon, etc.; participates

meaningfully and recounts

knowledge to others.

Dating of the

Earth

History of the

Dating of the

Earth

•

Cosmic

Studies

Displays an awareness of the

Geologic Time Scale.

Dating of the

Earth

Time Scales in

Earth History

•

Cosmic

Studies

Works with Timeline of Earth

History with first card sets.

Dating of the

Earth

Time Scales in

Earth History

•

Cosmic

Studies

Relates Timeline of Earth History

to the Clock of Eras.

Dating of the

Earth

Time Scales in

Earth History

•

Cosmic

Studies

Places definition cards on the

Clock of Eras.

Dating of the

Earth

Time Scales in

Earth History

•

Cosmic

Studies

Works with the Timeline of Earth

History with advanced card sets

of pictures and text.

Dating of the

Earth

Time Scales in

Earth History

•

Cosmic

Studies

Names the eras in Earth’s history

and relates them to some notable

events.

Dating of the

Earth

Time Scales in

Earth History

•

Cosmic

Studies

Relates knowledge of Continental

Drift to the various stages and

formation of continents over time

(e.g., Pangaea, Gondwana, etc.).

Dating of the

Earth

Time Scales in

Earth History

•

Cosmic

Studies

Participates in discussions and

stories regarding the naming of

the planets and other

astronomical bodies.

Cosmology

Naming of the

Planets

•

Cosmic

Studies

Participates in discussions and

stories regarding the history of

discoveries concerning the Solar

System and beyond.

Cosmology

History of

Astronomical

Discoveries

•

Cosmic

Studies

Keeps up to date with latest

discoveries in cosmology.

Cosmology

History of

Astronomical

Discoveries

•

Cosmic

Studies

Differentiates nonliving objects

from living organisms with

reference to the fundamental

characteristics of life.

The Origins of

Life on Earth

Characteristics of

Living things

Page 7

Cosmic Studies

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Cosmic

Studies

Participates in lessons, stories,

and discussions regarding the

origin of life on Earth; older

children can connect this to

carbon as the major building

block of organic molecules;

relates advent of life to elements

created in stars, presence of water

on Earth, and the concept of the

“Goldilocks Zone.”

The Origins of

Life on Earth

Characteristics of

Living Things

•

Cosmic

Studies

Participates in lessons, stories,

and discussions regarding the

reciprocal influences of the

environment on emerging life

forms and the effect those life

forms had on the physical

structure of the Earth; begins to

display an awareness of the

Cosmic Plan.

The Origins of

Life on Earth

Characteristics of

Living things

•

Cosmic

Studies

Explores collections of models of

prehistoric life forms and real and

replica fossils.

The Story of

Life on Earth

Materials to support

understanding of

evolution of life on

Earth - parallel to

timeline

•

Cosmic

Studies

Relates replica fossils to artists

impressions (or models) of the

complete animal.

The Story of

Life on Earth

Materials to support

understanding of

evolution of life on

Earth - parallel to

timeline

•

Cosmic

Studies

Displays an understanding of the

formation of fossils.

The Story of

Life on Earth

Materials to support

understanding of

evolution of life on

Earth - parallel to

timeline

•

Cosmic

Studies

Displays an understanding of the

formation of fossils and how rock

strata and various dating

techniques help us to understand

when various animals lived.

The Story of

Life on Earth

Materials to support

understanding of

evolution of life on

Earth - parallel to

timeline

•

Cosmic

Studies

Displays an understanding of

how the boundaries between the

different eras, periods, etc.

indicate cataclysmic events in the

Earth’s history/extinction events.

The Story of

Life on Earth

Materials to support

understanding of

evolution of life on

Earth - parallel to

timeline

•

Cosmic

Studies

Relates knowledge of

classification of modern life

forms to corresponding

prehistoric classifications.

The Story of

Life on Earth

Materials to support

understanding of

evolution of life on

Earth - parallel to

timeline

Page 8

Cosmic Studies

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Cosmic

Studies

Discusses, identifies, and

researches modern life forms,

which are very similar to

prehistoric counterparts, and

explores how these relate using

various resources, including

timelines and cladograms (e.g.,

magnolia trees, cockroach,

dragonfly; shark, ginkgo balboa,

cycads).

The Story of

Life on Earth

Materials to support

understanding of

evolution of life on

Earth - parallel to

timeline

•

Cosmic

Studies

Displays an awareness of the

conditions that existed and the

changes that took place during

the Hadean Eon.

The Story of

Life on Earth

Timeline of Life

and related

materials

•

Cosmic

Studies

Displays an awareness of the

conditions that existed and the

changes that took place on Earth

during the Archeaon Eon; how

these conditions supported early

life; and how that life, in turn,

contributed to changes in the

environment.

The Story of

Life on Earth

Timeline of Life

and related

materials

•

Cosmic

Studies

Displays an awareness of the

conditions that existed and the

changes that took place on Earth

during the Phanerozoic Eon; how

these conditions supported early

life; and how that life, in turn,

contributed to changes in the

environment.

The Story of

Life on Earth

Timeline of Life

and related

materials

•

Cosmic

Studies

Displays an awareness of the

conditions that existed and the

changes that took place on Earth

during the Paleozoic Era; how

these conditions supported early

life; and how that life, in turn

contributed to changes in the

environment.

The Story of

Life on Earth

Timeline of Life

and related

materials

•

Cosmic

Studies

Displays an awareness that the

Phanerozoic Eon is divided into

eras, which are, in turn, divided

into periods.

The Story of

Life on Earth

Timeline of Life

and related

materials

•

Cosmic

Studies

Displays an awareness of the

conditions that existed and the

changes that took place on Earth

during the Cambrian Period; how

these conditions supported early

life; and how that life, in turn,

contributed to changes in the

environment.

The Story of

Life on Earth

Timeline of Life

and related

materials

•

Cosmic

Studies

Displays an awareness of the

significance of the

Precambrian/Cambrian

boundary.

The Story of

Life on Earth

Timeline of Life

and related

materials

Page 9

Cosmic Studies

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Cosmic

Studies

Displays an awareness of the

conditions that existed and the

changes that took place on Earth

during the Ordovician Period;

how these conditions supported

early life; and how that life, in

turn, contributed to changes in

the environment.

The Story of

Life on Earth

Timeline of Life

and related

materials

•

Cosmic

Studies

Displays an awareness of the

conditions that existed and the

changes that took place on Earth

during the Silurian Period; how

these conditions supported early

life; and how that life, in turn,

contributed to changes in the

environment.

The Story of

Life on Earth

Timeline of Life

and related

materials

•

Cosmic

Studies

Displays an awareness of the

conditions that existed and the

changes that took place on Earth

during the Devonian Period; how

these conditions supported early

life; and how that life, in turn,

contributed to changes in the

environment.

The Story of

Life on Earth

Timeline of Life

and related

materials

•

Cosmic

Studies

Displays an awareness of the

conditions that existed and the

changes that took place on Earth

during the Carboniferous Period;

how these conditions supported

early life; and how that life, in

turn, contributed to changes in

the environment.

The Story of

Life on Earth

Timeline of Life

and related

materials

•

Cosmic

Studies

Displays an awareness of the

conditions that existed and the

changes that took place on Earth

during the Permian Period; how

these conditions supported early

life; and how that life, in turn,

contributed to changes in the

environment.

The Story of

Life on Earth

Timeline of Life

and related

materials

•

Cosmic

Studies

Displays an awareness of the

conditions that existed and the

changes that took place on Earth

during the Mesozoic Era; how

these conditions supported early

life; and how that life, in turn,

contributed to changes in the

environment.

The Story of

Life on Earth

Timeline of Life

and related

materials

Page 10

Cosmic Studies

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Cosmic

Studies

Displays an awareness of the

conditions that existed and the

changes that took place on Earth

during the Triassic Period; how

these conditions supported early

life; and how that life, in turn,

contributed to changes in the

environment.

The Story of

Life on Earth

Timeline of Life

and related

materials

•

Cosmic

Studies

Displays an awareness of the

conditions that existed and the

changes that took place on Earth

during the Jurassic Period; how

these conditions supported early

life; and how that life, in turn,

contributed to changes in the

environment.

The Story of

Life on Earth

Timeline of Life

and related

materials

•

Cosmic

Studies

Displays an awareness of the

conditions that existed and the

changes that took place on Earth

during the Cretaceous Period;

how these conditions supported

early life; and how that life, in

turn, contributed to changes in

the environment.

The Story of

Life on Earth

Timeline of Life

and related

materials

•

Cosmic

Studies

Displays an awareness of the

conditions that existed and the

changes that took place on Earth

during the Cenozoic Era; how

these conditions supported early

life; and how that life, in turn,

contributed to changes in the

environment.

The Story of

Life on Earth

Timeline of Life

and related

materials

•

Cosmic

Studies

Displays an awareness of the

conditions that existed and the

changes that took place on Earth

during the Tertiary Period; how

these conditions supported early

life; and how that life, in turn,

contributed to changes in the

environment.

The Story of

Life on Earth

Timeline of Life

and related

materials

•

Cosmic

Studies

Displays an awareness of the

conditions that existed and the

changes that took place on Earth

during the Paleocene Period; how

these conditions supported early

life; and how that life, in turn,

contributed to changes in the

environment.

The Story of

Life on Earth

Timeline of Life

and related

materials

Page 11

Cosmic Studies

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

101

•

Cosmic

Studies

Displays an awareness of the

conditions that existed and the

changes that took place on Earth

during the Eocene Epoch; how

these conditions supported early

life; and how that life, in turn,

contributed to changes in the

environment.

The Story of

Life on Earth

Timeline of Life

and related

materials

102

•

Cosmic

Studies

Displays an awareness of the

conditions that existed and the

changes that took place on Earth

during the Oligocene Epoch; how

these conditions supported early

life; and how that life, in turn,

contributed to changes in the

environment.

The Story of

Life on Earth

Timeline of Life

and related

materials

103

•

Cosmic

Studies

Displays an awareness of the

conditions that existed and the

changes that took place on Earth

during the Neogene Period; how

these conditions supported early

life; and how that life, in turn,

contributed to changes in the

environment.

The Story of

Life on Earth

Timeline of Life

and related

materials

104

•

Cosmic

Studies

Displays an awareness of the

conditions that existed and the

changes that took place on Earth

during the Miocene Epoch; how

these conditions supported early

life; and how that life, in turn,

contributed to changes in the

environment.

The Story of

Life on Earth

Timeline of Life

and related

materials

105

•

Cosmic

Studies

Displays an awareness of the

conditions that existed and the

changes that took place on Earth

during the Pliocene Epoch; how

these conditions supported early

life; and how that life, in turn,

contributed to changes in the

environment.

The Story of

Life on Earth

Timeline of Life

and related

materials

106

•

Cosmic

Studies

Displays an awareness of the

conditions that existed and the

changes that took place on Earth

during the Quaternary Period;

how these conditions supported

early life; and how that life, in

turn, contributed to changes in

the environment.

The Story of

Life on Earth

Timeline of Life

and related

materials

Page 12

Cosmic Studies

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

107

•

Cosmic

Studies

Displays an awareness of the

conditions that existed and the

changes that took place on Earth

during the Pleistocene Epoch;

how these conditions supported

early life; and how that life, in

turn, contributed to changes in

the environment.

The Story of

Life on Earth

Timeline of Life

and related

materials

108

•

Cosmic

Studies

Displays an awareness of the

conditions that existed and the

changes that took place on Earth

during the Holocene Epoch; how

these conditions supported life;

and how that life, in turn,

contributed to changes in the

environment.

The Story of

Life on Earth

Timeline of Life

and related

materials

109

•

Cosmic

Studies

Displays an awareness of the

current conditions and the

changes that are taking place on

Earth during the Ecozoic Era

how these conditions support life;

and how that life, in turn,

contributes to changes in the

environment.

The Story of

Life on Earth

Timeline of Life

and related

materials

110

•

Cosmic

Studies

Displays an awareness of the

significance of the major

extinction events.

The Story of

Life on Earth

Timeline of Life

and related

materials

111

•

Cosmic

Studies

Displays a beginning knowledge

of the influence of continental

drift on the distribution of plants

and animals and on the migration

of humans.

The Story of

Life on Earth

Distribution of life

forms on Earth

112

•

Cosmic

Studies

Participates in lessons, stories,

and discussions about how early

humans adapted to the

environment and how they met

their fundamental human needs

(the Hand Chart).

The Story of the

Coming of

Humans

How early humans

adapted to their

environment

113

•

Cosmic

Studies

Displays an awareness of the

features that distinguish human

beings from other animals.

The Story of the

Coming of

Humans

What does it mean

to be human?

114

•

Cosmic

Studies

Identifies modern humans as the

subspecies Homo Sapiens, Genus

Homo, Family Hominidae, Order

Primates.

The Story of the

Coming of

Humans

Subspecies of early

humans

115

•

Cosmic

Studies

Classifies modern humans in

terms of the subspecies Homo

Sapiens, Species: Sapiens, Genus

Homo, Family Hominidae, Order

Primates.

The Story of the

Coming of

Humans

Classifying modern

humans

Page 13

Cosmic Studies

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

116

•

Cosmic

Studies

Locates modern humans on a

cladogram.

The Story of the

Coming of

Humans

Cladograms

117

•

Cosmic

Studies

Names some of the fossil

relatives of modern humans.

The Story of the

Coming of

Humans

Fossils of early

humans

118

•

Cosmic

Studies

Displays an awareness of the

development of modern humans

from early primate ancestors,

using the vocabulary

hominid

and

homonin

correctly.

The Story of the

Coming of

Humans

Development of

modern humans

119

•

Cosmic

Studies

Researches and prepares a

compare/contrast document

about characteristics of modern

and prehistoric mammals that

coexisted with early humans.

The Story of the

Coming of

Humans

Modern and

prehistoric

mammals

120

•

Cosmic

Studies

Researches and prepares a

compare/contrast document

about characteristics of what

scientists believe to be early

humans and how they differ from

modern-day humans.

The Story of the

Coming of

Humans

Differences

between early

humans and

people today

121

•

Cosmic

Studies

Researches and prepares a

document in any medium about

Australopithecus Afarensis and

has an understanding that “Lucy”

is the benchmark against which

all other human evolutionary

studies are based.

The Story of the

Coming of

Humans

The Story of Lucy -

Australopithecus

Afarensis

122

•

Cosmic

Studies

Researches and prepares a

document in any medium about

Homo Habilis and is able to

discuss differences between this

hominid and “Lucy.”

The Story of the

Coming of

Humans

Differences

between Homo

Habilis and

Australopithecus

Afarensis (Lucy)

123

•

Cosmic

Studies

Researches and prepares a

document in any medium about

Homo Erectus and is able to

discuss differences and

similarities between this hominid

and “Lucy” and Homo Habilis.

The Story of the

Coming of

Humans

Differences

between Homo

Habilis,

Australopithecus

Afarensis, and

Homo Erectus

124

•

Cosmic

Studies

Researches and prepares a

document in any medium about

Homo Neaderthalensis and is

able to discuss differences and

similarities between this hominid

and previously researched

hominids.

The Story of the

Coming of

Humans

Homo

Neaderthalensis

Page 14

Cosmic Studies

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

125

•

Cosmic

Studies

Researches and prepares a

document in any medium about

Cro-Magnon Man and is able to

discuss differences and

similarities between this hominid

and previously researched

hominids.

The Story of the

Coming of

Humans

Cro-Magnon

126

•

Cosmic

Studies

Researches and discusses the

similarities and differences

between primates and humans;

can discuss the following: how

they work as a group; where they

live; how they communicate; how

they care for their young; age of

adulthood; childbearing age; care

of their young.

The Story of the

Coming of

Humans

Differences and

similarities between

primates and

humans

127

•

Cosmic

Studies

Timeline of Humans: Participates

in lessons, stories, and discussions

about the coming of humans,

relating the changes that took

place from the common ancestor

after divergence from the great

apes.

The Story of the

Coming of

Humans

Timeline of

Humans

128

•

Cosmic

Studies

Displays an awareness of the

major events in human

development and their impact

(e.g., development of spoken

language; discovery and control

of fire; use of clothing and

cultural adornment; burial of

dead; etc.).

The Story of the

Coming of

Humans

Timeline of

Humans

129

•

Cosmic

Studies

Researches and discusses various

aspects of the major events of

human development and

technology that may include:

shelter and housing; use of fire;

clothing; transportation; defense;

food; family and social lives;

forms of art; etc. (all aspects of

culture) for early humans.

The Story of the

Coming of

Humans

Timeline of

Humans

130

•

Cosmic

Studies

Displays an awareness that early

humans are not all direct

ancestors of modern humans, but

that there are significant gaps in

the fossil record; shows an

interest in following discoveries

that add to our understanding of

the human past.

The Story of the

Coming of

Humans

Timeline of

Humans

131

•

Cosmic

Studies

Explores different ways of

recording the dates on which

events occurred (e.g., “Two years

before I was born, etc.”).

Timelines

Dating Historical

Events

Page 15

Cosmic Studies

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

132

•

Cosmic

Studies

Understands and explains why we

record dates as being either BCE

or CE (using Golden Bead

Chains).

Timelines

Dating Historical

Events

133

•

Cosmic

Studies

Is able to identify given centuries

along the Timeline of History.

Timelines

Dating Historical

Events

134

•

Cosmic

Studies

Places the historical picture and

text cards along the Timeline of

History on the centuries indicated

as the periods from which they

are taken.

Timelines

Timeline of History

135

•

Cosmic

Studies

Participates meaningfully in

discussions of the

interdependence of all cosmic

agents (possibly using Chart of

Order and Love, Tin Can Game,

or other similar materials).

Interdependence

Law of Order

and Love

136

•

Cosmic

Studies

Expresses own needs.

Fundamental

Needs of People

The Needs of

People

137

•

Cosmic

Studies

Displays an awareness of needs of

others.

Fundamental

Needs of People

The Needs of

People

138

•

Cosmic

Studies

Uses vocabulary of needs

confidently and appropriately.

Fundamental

Needs of People

The Needs of

People

139

•

Cosmic

Studies

Participates meaningfully in

discussions relating to needs

(both in class context and in

relation to events outside of

class).

Fundamental

Needs of People

The Needs of

People

140

•

Cosmic

Studies

Categorizes common needs of

humans using appropriate

materials.

Fundamental

Needs of People

The Needs of

People

141

•

Cosmic

Studies

Compiles branching diagram of

needs of people classified by

spiritual and material needs.

Fundamental

Needs of People

The Needs of

People

142

•

Cosmic

Studies

Displays an awareness and works

with the Fundamental Needs

Chart to explore the material

needs of people in different

cultures.

Fundamental

Needs of People

The Needs of

People

143

•

Cosmic

Studies

Displays an awareness of the

changes over time in the ways

people meet their needs regarding

clothing, nutrition, culture,

defense, etc.

Fundamental

Needs of People

The Needs of

People

Page 16

Cosmic Studies

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

144

•

Cosmic

Studies

Researches and discusses the

changes over time in the way

people meet their needs regarding

clothing, nutrition, culture,

defense, etc.

Fundamental

Needs of People

The Needs of

People

145

•

Cosmic

Studies

Researches and discusses the

differences in lifestyles between

hunter-gatherer, nomadic- herder,

and agrarian societies.

Fundamental

Needs of People

The Needs of

People

146

•

Cosmic

Studies

Describes and discusses how the

development of agriculture and

the formation of permanent

settlements affected patterns of

human culture: the development

of specialized skills and roles;

more time devoted to tasks other

than day-to-day survival; and

evolution of higher technology

and richer culture.

Fundamental

Needs of People

The Needs of

People

147

•

Cosmic

Studies

Describes and discusses the

factors influencing the location of

settlements (such as on the banks

of lakes and streams or in

strategically defensible locations).

Fundamental

Needs of People

The Needs of

People

148

•

Cosmic

Studies

Uses the Timeline of History with

card sets that provide pictures

and simple text for the various

Needs of People areas of study.

Fundamental

Needs of People

The Needs of

People

149

•

Cosmic

Studies

Researches and discusses how

people in different cultures meet

the fundamental human needs.

Fundamental

Needs of People

The Needs of

People

150

•

Cosmic

Studies

Describes how people satisfy

their need for food around the

world under different

environmental conditions.

Fundamental

Needs of People

Needs of People:

Food

151

•

Cosmic

Studies

Describes and gives examples of

how people satisfy their need for

shelter and housing around the

world under different

environmental conditions.

Fundamental

Needs of People

Needs of People:

Shelter

152

•

Cosmic

Studies

Describes how people satisfy

their need for clothing around the

world under different

environmental conditions.

Fundamental

Needs of People

Needs of People:

Clothing

153

•

Cosmic

Studies

Describes how people satisfy

their need for transportation

around the world under different

environmental conditions.

Fundamental

Needs of People

Needs of People:

Transportation

154

•

Cosmic

Studies

Describes how people have

satisfied their need for self-

defense in the past and present.

Fundamental

Needs of People

Self-Defense

Page 17

Cosmic Studies

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

155

•

Cosmic

Studies

Describes and gives examples of

the daily life for children around

the world under different

environmental conditions.

Fundamental

Needs of People

Needs of People:

Daily Life of

Children

around the World

156

•

Cosmic

Studies

Describes and gives examples

how people satisfy their need to

create visual art around the world

under different environmental

conditions.

Fundamental

Needs of People

Needs of People:

Art

157

•

Cosmic

Studies

Describes and gives examples of

how people satisfy their need to

create music around the world

under different environmental

conditions.

Fundamental

Needs of People

Needs of People:

Music

158

•

Cosmic

Studies

Describes and gives examples

how people satisfy their need to

create jewelry and self-adornment

around the world under different

environmental conditions.

Fundamental

Needs of People

Needs of People:

Jewelry and Self-

Adornment

159

•

Cosmic

Studies

Describes and gives examples

how people satisfy their need for

some sort of orderly government

around the world under different

environmental conditions.

Fundamental

Needs of People

Needs of People:

Government

160

•

Cosmic

Studies

Describes how people satisfy

their need to for religion and

religious expression around the

world under different

environmental conditions.

Fundamental

Needs of People

Needs of People:

Religious Traditions

Found around the

World

Page 18

Cosmic Studies

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212

941-729-9565 • www.montessori.org

Montessori

THE

FOUNDATION

Scope & Sequence

Curriculum

Understanding the Scope

and Sequence Code ...

Even very young children want to know 'why?' They ask a

questions constantly. The cultivation of curiosity and imag-

ination in our students is the essence of science in Montes-

sori schools at every level.

Our curriculum is focused on the process and issues of sci-

ence: the study of life, the laws and structure of the universe,

and how humanity has struggled throughout history to put

our understanding to practical use.

At the same time, we seek to captivate the child's mind and

fill her with wonder at the grandeur of the universe, the sim-

ple beauty of the physical laws, and the miracle of life.

We work to inspire within our students a deep sense of the

philosophy of science as the process by which mankind has

built up our store of knowledge. We teach them to ask ques-

tions and follow a systematic process of observation, collection

and analysis of data, and controlled experiments. In this way,

Montessori prepares children for a lifetime of learning.

Montessori science is known for introducing children to ad-

vanced topics in the early years, from how the world began to

basic principles of zoology, botany, chemistry, physics, and

astronomy.

The Science Curriculum

. 2

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212

941-729-9565 • www.montessori.org

How to Read the Code of Dots and Letters Used in the Scope and Sequence:

Montessori does not organize curriculum by the grade level at which topics are to be taught.

We assume that children learn at different paces and learn best in different ways. In most cases,

students in Montessori programs will work on any given skill or concept over several years. We

introduce students to new lessons as soon as they seem to be ready. Likewise, we have a plan

of what Montessori students ought to learn and the age/grade levels at which which we expect

mastery from most students.

Instead of arranging our curriculum by grade level, we organize it by the subsets of concepts

and skills (Strands) and the sequence in which they will be taught. In our Curriculum Scope

and Sequence, to the right of the list of curriculum elements, we use a series of vertical

columns to represent a given span of ages or grades. We use large dots to indicate the age or

grade levels at which we anticipate a given lesson will be presented. Since we do not follow a

grade-by-grade curriculum, the age or grade when a child will actually be ready to begin work

depends on his or her developmental readiness. Our Dot Code is simply a guideline for

Montessori educators.

When viewed in color on a computer, the dots follow a pattern of green, blue, and red, which

is repeated at each Montessori three-year program cycle. The color coding makes it somewhat

easier to see at which age/grade levels we anticipate children will work on concepts or skills.

Normally, students return to work many times over two years or longer before they truly un-

derstand what they have studied and retain it over time.

As you can see by the example above, we expect that the two Math skills shown (items number

25 and 26) will normally be introduced at age four, and we anticipate that children will con-

tinue to work on them over the following year. The “R” shown in the 1st-grade column indi-

cates that we suggest that the teachers ought to review and re-test to see if the child still

understands the concept or skill. In some case the symbol “I” is used to indicate that a child

should be given a first introduction to a concept or skill at a given age/grade level. Students

often work on some concepts and skills over the course of several years.

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Science

Sorts objects according to self-

chosen criteria.

Physical

Properties of

Substances 1

Sorting Objects

•

Science

Sorts objects according to the

materials from which they are

made (e.g., wood, metal and

plastic).

Physical

Properties of

Substances 1

Sorting Objects by

Material

•

Science

Sorts objects according to

whether they are natural or

manufactured.

Physical

Properties of

Substances 1

Sorting: Natural or

Manufactured

•

Science

Sorts objects according to

whether they are hard or soft.

Physical

Properties of

Substances 1

Sorting: Hard or

Soft

•

Science

Talks with adult or other children

about sorting activities and

practices appropriate vocabulary.

Physical

Properties of

Substances 1

Sorting: Vocabulary

•

Science

Explores properties of matter by

working with and classifying

materials according to

solid/liquid/gas.

Physical

Properties of

Substances 2

Solid, Liquid, Gas

•

Science

Explores one of the properties of

air by immersing an apparently

empty pitcher upside down into a

tank of water and then gently

tilting to release the air.

Physical

Properties of

Substances 2

Pouring Air

•

Science

Explores the effects of

magnetism on various materials

through working with the

Magnets Activity.

Physical

Properties of

Substances 2

Magnetic/Non-

Magnetic

•

Science

Explores how something can be

changed by adding something

else. After observing and

discussing the experiment, the

child is able to either replicate the

process alone or present it to

another child (mixing ingredients

[e.g,. water and corn starch]) that

results in notable change of state).

Physical

Properties of

Substances 2

Exploring

Mixtures

•

Science

Explores how something can be

changed by changing the

temperature. After observing and

discussing the experiment, the

child is able to either replicate the

process alone or present it to

another child (freezing water,

watching ice melt, etc.).

Physical

Properties of

Substances 2

Introduction to

Temperature and

Different States of

Matter

Page 1

Science

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Science

Explores viscosity by dropping a

marble into jars containing syrup,

vegetable oil, and water: After

observing and discussing the

experiment, the child is able to

either replicate the process alone

or present it to another child.

Physical

Properties of

Substances 2

Introduction to

Viscosity

•

Science

Explores conservation of volume

by pouring a constant volume of

water into different-shaped

containers.

Physical

Properties of

Substances 2

Conservation of

Volume

•

Science

Explores properties of rigidity

and elasticity by working with and

classifying according to rigidity

and elasticity. After observing and

discussing the experiment, the

child is able to either replicate the

process alone or present it to

another child.

Physical

Properties of

Substances 2

Introduction to

Rigidity and

Elasticity

•

Science

Reads cards relating to the

various properties explored and

places cards next to objects,

images, or materials that

represent the property.

Physical

Properties of

Substances 2

Vocabulary of

Properties of

Substances 2

•

Science

Reads definitions of various

properties of substances and pairs

with corresponding vocabulary

labels.

Physical

Properties of

Substances 2

Vocabulary of

Properties of

Substances 2

•

Science

Reads simple Command Cards

relating to various properties of

substances, carries out the

experiments, and places the

adjective cards to correspond

with the substance/ material that

corresponds to the word.

Physical

Properties of

Substances 2

Properties of

Substances:

Command Cards

•

Science

Notices and comments on the

physical properties of substances

in various contexts.

Physical

Properties of

Substances 2

Observation of

Physical Properties

of Substances

•

Science

Creates heat by means of friction,

rubbing hands together, and

practices using the appropriate

vocabulary.

Physical

Principles 1

Introduction to

Friction

•

Science

Uses a safety thermometer to

measure the temperature of hands

before and after rubbing together.

Physical

Principles 1

Physical Science:

Introduction to

Thermometer

Page 2

Science

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Science

Explores static electricity by

rubbing an inflated balloon

against own hair; creating static

electricity by rubbing a balloon

on a wooly sweater; noticing and

commenting on static electricity

sparks, which occur naturally in

cold, dry weather.

Physical

Principles 1

Introduction to

Static Electricity

•

Science

Explores electrical current

through work with a simple

circuit, either closing the circuit

using a switch or by closing the

circuit using various conductive

and non-conductive materials.

Physical

Principles 1

Introduction to

Simple Circuits

•

Science

Explores types of forces by

building “bridges” with straight,

arched ,and corrugated card

materials and testing the load-

bearing capacities of each; forms

and communicates hypotheses.

Physical

Principles 1

Introduction to

Bridges

•

Science

Explores structural integrity of

structures built with triangular or

rectangular shapes.

Physical

Principles 1

Introduction to

Structural Integrity

•

Science

Explores magnetic polarity

working with two bar magnets

with N and S clearly marked.

Physical

Principles 1

Introduction to

Magnetic Polarity

•

Science

Explores magnetic force working

with Ring Magnets on a dowel.

Physical

Principles 1

Introduction to

Ring Magnets

•

Science

Explores effects of density on

buoyancy through working with

the Sink and Float activity.

Physical

Principles 1

Sink and Float

•

Science

Explores how oil and water will

not mix by making a simple “lava

lamp” with colored water and

cooking oil.

Physical

Principles 2

Introduction to

Viscosity 2

•

Science

Explores how different liquids do

not mix but form distinct layers

through placing syrup, oil, and

water in a jar and observing how

they always settle into different

layers; extending experiment by

dropping different objects

(berries, pasta, small stones) into

the container, observing where

they settle; forms hypotheses

regarding density based on

observations.

Physical

Principles 1

Introduction to

Viscosity 3

Page 3

Science

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Science

Notices and comments on the

effects of density and buoyancy in

different contexts and asks

relevant questions (e.g., “Why

does ice float?”).

Physical

Principles 1

Introduction to

Density and

Buoyancy

•

Science

Uses Color Paddles, held up to a

light source, to explore color

mixing.

Physical

Principles 3

Color Paddles

•

Science

Uses a glass prism to split a beam

of white light.

Physical

Principles 3

Prisms

•

Science

Explores concept of refraction

through placing a stick in a bowl

of water and observing from

different angles to notice that the

stick appears broken and/or

placing an object in a bowl that is

first empty and then filled with

water to observe refraction.

Physical

Principles 3

Introduction to

Refraction

•

Science

Uses a safety mirror to explore

reflection and the related

concepts of symmetry.

Physical

Principles 3

Introduction to

Reflection

•

Science

Notices and comments on the

effects of looking through a

goldfish bowl; why magnifying

glasses make things appear larger,

etc.

Physical

Principles 3

Introduction to

Refraction

•

Science

Notices and comments on the

effects of light and shadow in

different contexts and asks

relevant questions.

Physical

Principles 3

Introduction to

Light and Shadow

•

Science

Uses a “singing bowl” or bell to

explore the idea that sound is a

wave and relates to the

movement of air (child rings bell

or sets up vibration in the bowl

and feels the vibration with

fingers), continues exploration

through experiments.

Physical

Principles 4

Introduction to

Sound Waves 1

•

Science

Explores types of waves using a

rope (longitudinal wave) and a

slinky (transverse wave).

Physical

Principles 4

Introduction to

Sound Waves 2

•

Science

Notices and comments on

different types of waves and

begins to ask which kind of wave

it is (e.g., child may notice ripples

in a pond or the sound of

thunder being heard after a

lightening bolt is seen).

Physical

Principles 4

Observing different

types of waves:

sound, light, ripples

in water, etc.

Page 4

Science

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Science

Uses a dropper or pipette to

transfer liquid one drop at a time.

Measuring:

Physical Science

Using a dropper or

pipette to transfer

one drop

•

Science

Uses a magnifying glass carefully

and appropriately to make

observations in relation to

physical science explorations.

Measuring:

Physical Science

Observing with

magnifying glass

•

Science

Uses a microscope carefully and

appropriately to make

observations in relation to

physical science explorations.

Measuring:

Physical Science

Physical Science:

Initial exploration

with simple

microscope

•

Science

Uses binoculars carefully and

appropriately to make

observations in relation to

physical science explorations.

Measuring:

Physical Science

Initial exploration

with binoculars

•

Science

Uses a thermometer carefully and

appropriately in classroom

experiments.

Measuring:

Physical Science

Physical Science:

Using a

Thermometer in

Life Science 1

•

Science

Uses scientific scales (and other

instruments for measuring mass)

carefully and appropriately.

Measuring:

Physical Science

Physical Science:

Introduction to a

Scientific Scale

•

Science

Uses various simple rulers and

measuring tapes carefully and

appropriately to make

observations in relation to

physical science explorations.

Measuring:

Physical Science

Physical Science:

Rulers and

Measuring Tapes

•

Science

Verbally communicates

observations using common

vocabulary.

Observing and

Recording:

Physical Science

Describing what we

have observed 1

•

Science

Verbally communicates

observations using increasingly

accurate scientific vocabulary.

Observing and

Recording:

Physical Science

Describing what we

have observed 2

•

Science

Records observations using

drawings.

Observing and

Recording:

Physical Science

Recording

observations by

drawings

•

Science

Records observations from light

and color experiments using

various art media.

Observing and

Recording:

Physical Science

Recording

observations using

paint and other

media

•

Science

Records observations in writing.

Observing and

Recording:

Physical Science

Written descriptions

of what has been

observed - hand

writing

Page 5

Science

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Science

Records observations using digital

media (text or image).

Observing and

Recording:

Physical Science

Written descriptions

of what has been

observed - using a

computer or digital

device

•

Science

Records observations using

various graphing techniques.

Observing and

Recording:

Physical Science

Using graphs to

describe what has

been observed

•

Science

Reads cards relating to the

various instruments used and

places labels next to the

corresponding instrument.

Observing and

Recording:

Physical Science

Cards that name

scientific

instruments

•

Science

Reads definitions of various

instruments used and pairs with

corresponding vocabulary labels.

Observing and

Recording:

Physical Science

Three-part cards

that illustrate, name,

and define scientific

instruments

•

Science

Collaborates in finding and

setting up temporary classroom

science activities and experiments.

Being a Scientist

Setting up

classroom science

activities and

experiments

•

Science

Uses various books, media, and

other classroom resources to

learn more about topics explored

in class.

Being a Scientist

Learning to

investigate 1

•

Science

Sets up experiments and tests

hypotheses using a variety of

materials and in different

scenarios.

Being a Scientist

Setting up simple

experiments

•

Science

Communicates reasons for

hypotheses and displays an

interest in exploring why

hypotheses were supported or

disproved by experiments.

Being a Scientist

Simple experiments:

hypothesis and

results

•

Science

Displays an interest in recording

findings in various ways (see

“recording” for more details).

Being a Scientist

Introduction to

recording results of

simple experiments

•

Science

Applies principles to practical

situations: e.g., sorts iron filings

from another material (such as

sand or rice) using a magnet.

Being a Scientist

Applying principles

to practical

situations 1

•

Science

Works on projects which apply

principles: e.g., builds a simple

circuit (such as making a

flashlight or model lighthouse)

using an AA cell, flashlight bulb,

and a switch.

Being a Scientist

Applying principles

to practical

situations 2

•

Science

Observes and discusses changes

in school garden over the

seasons.

Exploring

Nature

Observing the

garden over the

seasons

Page 6

Science

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Science

Observes and discusses life cycles

of plants and animals in school

garden, noticing how living things

grow, reproduce, die, and decay

in a continues cycle of life.

Exploring

Nature

Introduction to life

cycles in the garden

•

Science

Collects various natural items,

which are added to classroom

collections; discusses and

explores, either alone or in a small

group; uses scientific instruments,

such as magnifiers, microscopes,

etc., as well as various measuring

tools; observes live animals and

then releases them back into the

place where they were found.

Exploring

Nature

Life Science:

Collecting for the

class nature center

•

Science

Uses a variety of classroom

resources to learn more about

specimens that are brought into

the classroom.

Exploring

Nature

Further

investigations into

specimens found

for the class nature

center

•

Science

Explores natural objects in

Discovery Basket or on Nature

Table, describes their

characteristics, and communicates

findings with others.

Classifying: First

Classifications

Describing

specimens in class

nature center

•

Science

Sorts objects in Discovery Basket

according to various observed

characteristics and communicates

the criteria for grouping.

Classifying:

First

Classifications

Sorts and classifies

specimens in class

nature center

•

Science

Sorts images into sets of living

and non-living.

Classifying:

First

Classifications

Classifying: Living

and nonliving

•

Science

Sorts images into sets of plant,

fungus, and animal.

Classifying:

First

Classifications

Sorting: Plant,

fungus, and animal

•

Science

Sorts images of animals into sets

of vertebrates and non-

vertebrates.

Classifying:

First

Classifications

Sorting: Vertebrates

and non-vertebrates

•

Science

Sorts images of vertebrates into

five major groups: ray-finned fish,

amphibians, mammals,

squamates, and birds.

Classifying:

First

Classifications

Sorting: Families of

vertibrates

•

Science

Relates vertebrate groups to a

simple branching diagram,

showing lineage.

Classifying:

First

Classifications

Classifying

Vertebrates: Simple

branching diagram

•

Science

Relates vertebrate groups to a

simple nesting diagram, showing

derived characteristics.

Classifying:

First

Classifications

Classifying

Vertebrates: Simple

nesting diagram

Page 7

Science

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Science

Sorts images according to major

lineages of the plant kingdom.

Classifying:

First

Classifications

Classifying Plants:

major groups of

plant kingdom

•

Science

Sorts images of plants according

to branching diagram, showing

lineage.

Classifying:

First

Classifications

Classifying Plants:

simple branching

diagram

•

Science

Sorts images of plants according

to nesting diagram of five

important characteristics (lives on

land, vascular tissues, true leaves,

seeds, flowers, and fruit).

Classifying:

First

Classifications

Classifying

Vertebrates: simple

nesting diagram

•

Science

Works with Classified Card

materials to discover and learn

the names of animals within each

of the five major groups of

vertebrates (e.g., types of fish;

types of reptiles, etc.).

Classifying:

Knowledge of

Animals

Classified Card

Material: Names of

animals within

major groups of

vertebrates

•

Science

Works with Classified Card

materials to discover and learn

the names of species or breeds

within the larger classifications (e.

g., types of ungulates or breeds of

dog).

Classifying:

Knowledge of

Animals

Classified Card

Material: Names of

species or breeds

•

Science

Works with Classified Card

Materials to read the names of

animals within each of the five

major groups (e.g., types of fish;

types of reptiles; etc.).

Classifying:

Knowledge of

Animals

Classified Card

Material: Reading

names of animals

within major groups

of vertebrates

•

Science

Works with Classified Card

Materials to read the names of

species or breeds within the larger

classifications (e.g., types of

ungulates or breeds of dog).

Classifying:

Knowledge of

Animals

Classified Card

Material: Reading

names of species or

breeds within major

groups of

vertebrates

•

Science

Works with Classified Card

Materials, matching labels to

corresponding descriptions.

Classifying:

Knowledge of

Animals

Classified Card

Material: Matching

labels to

descriptions

•

Science

Works with Classified Card

Materials to discover and learn

the names of kinds of plants

within each of the major lineages

(e.g., kinds of flowering plants).

Classifying:

Knowledge of

Animals

Classified Card

Material: Learning

names of kinds of

plants within major

groups

•

Science

Works with Classified Card

Materials to discover and learn

the names of kinds of plants

grouped by important

characteristics (e.g., kinds of trees,

herbs, etc.).

Classifying:

Knowledge of

Plants

Classified Card

Material: Learning

names of kinds of

plants grouped by

important

characteristics

Page 8

Science

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Science

Works with Classified Card

Materials to read the names of

plants within each of the major

lineages of flowering plants.

Classifying:

Knowledge of

Plants

Classified Card

Material: Reading

names of kinds of

plants within major

groups

•

Science

Works with Classified Card

Materials to read the names of

plants grouped by important

characteristics (e.g., kinds of trees;

kinds of herbs; etc.).

Classifying:

Knowledge of

Plants

Classified Card

Material: Reading

names of plants

grouped by

important

characteristics

•

Science

Works with Classified Card

Materials, matching labels to

corresponding descriptions.

Classifying:

Knowledge of

Plants

Classified Card

Materials: Matching

labels and

descriptions.

•

Science

Verbally communicates

observations using common

vocabulary.

Observing and

Recording: Life

Science 1

Describing what we

have observed 1

•

Science

Verbally communicates

observations using increasingly

sophisticated scientific

vocabulary.

Observing and

Recording: Life

Science 1

Describing what we

have observed 2

•

Science

Records observations using

drawings.

Observing and

Recording: Life

Science 1

Recording

observations by

drawings

•

Science

Records observations from light

and color experiments using

various art media.

Observing and

Recording: Life

Science 1

Recording

observations using

art

•

Science

Records observations in writing.

Observing and

Recording: Life

Science 2

Recording

observation in

writing 1

•

Science

Records observations using digital

media (text or image).

Observing and

Recording: Life

Science 2

Recording

observations using a

computer or digital

device

•

Science

Records observations using

various graphing techniques.

Observing and

Recording: Life

Science 2

Using graphs to

describe what has

been observed

•

Science

Uses a magnifying glass carefully

and appropriately to make

observations in relation to Life

Science explorations

(e.g., insects, seeds etc.).

Measuring: Life

Science

Uses a magnifying

glass

•

Science

Uses a microscope carefully and

appropriately to make

observations in relation to Life

science Explorations

(e.g., life in pond water).

Measuring: Life

Science

Life Science: Initial

exploration with

simple microscope

Page 9

Science

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Science

Uses binoculars carefully and

appropriately to make

observations in relation to life

science explorations (e.g., watches

birds in school garden).

Measuring: Life

Science

Initial exploration

with binoculars

•

Science

Uses a thermometer carefully and

appropriately in classroom

experiments.

Measuring: Life

Science

Life Science: Using

a thermometer in

life science 2

•

Science

Uses scientific scales (and other

instruments for measuring mass)

carefully and appropriately.

Measuring: Life

Science

Life Science:

Introduction to a

Scientific Scale

•

Science

Uses various simple rulers and

measuring tapes carefully and

appropriately to make

observations in relation to

physical sciences explorations.

Measuring: Life

Science

Life Science: Rulers

and measuring tapes

100

•

Science

Examines the parts of a living

plant.

Parts of Plants 1

Introduction to

parts of a plant

101

•

Science

Identifies and names the parts of

a plant.

Parts of Plants 1

Parts of a plant

102

•

Science

Explores the parts of a plant by

working with the Botany Puzzles.

Parts of Plants 1

Botany Puzzles

103

•

Science

Traces the borders of the leaf

shapes in the Botany Cabinet and

replaces them in the

corresponding frames to learn the

various leaf shapes.

Parts of Plants 2

Botany Cabinet:

Leaf shapes as

puzzles

104

•

Science

Matches the insets from the

Botany Cabinet to the three series

of cards that correspond to the

leaf shapes.

Parts of Plants 2

Botany Cabinet:

Matching leaf

shapes to cards

105

•

Science

Finds leaves around the school

grounds that correspond to the

shapes in the Botany Cabinet.

Parts of Plants 2

Botany Cabinet:

Matching leaf

shapes to plants

outside

106

•

Science

Identifies and names leaf shapes.

Parts of Plants 2

Botany Cabinet:

Names of the leaf

shapes

107

•

Science

Reads labels relating to leaf

shapes and matches the labels to

the corresponding images.

Parts of Plants 2

Botany Cabinet:

Reading and

matching labels of

leaf shapes to

puzzle pieces

Page 10

Science

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

108

•

Science

Identifies parts of a plant by

means of first series of Botany

Cards (tree, leaf, flower, root).

Parts of Plants 3

First series of

Botany Cards:

Naming parts of a

plant

109

•

Science

Reads labels relating to parts of a

plant and matches the labels to

the corresponding images.

Parts of Plants 3

First series of

Botany Cards:

Labeling the parts

of a plant

110

•

Science

Examines the external body parts

of a real animal.

Parts of Animals

Introduction to the

names of the

external body parts

of animals

111

•

Science

Identifies and names the external

body parts of familiar animals.

Parts of Animals

Naming the

external body parts

of familiar animals

112

•

Science

Explores the external body parts

of vertebrates by working with

the Animal Puzzles.

Parts of Animals

External body parts

of vertebrates:

Animal puzzles

113

•

Science

Identifies and names the external

body parts of various animals by

means of separate sets of

Nomenclature Cards.

Parts of Animals

External body parts

of vertebrates:

Nomenclature

Cards

114

•

Science

Reads labels relating to various

animals, and matches the labels to

the corresponding images.

Parts of Animals

External body parts

of animals:

Matching labels to

images

115

•

Science

Explains and works with the

Bohr Model, developing a

knowledge of the basic structure

of atoms.

Physical

Properties of

Substances 3

Introduction to

Atoms

116

•

Science

Differentiates between the nature

of protons, electrons, and

neutrons in atomic structure.

Physical

Properties of

Substances 3

Introduction to the

structure of an

atom

117

•

Science

Demonstrates that in physical

change, matter changes in form,

but not in substance.

Physical

Properties of

Substances 3

Introduction to

physical change

118

•

Science

Demonstrates that in chemical

change, matter changes in

substance, as well as form.

Physical

Properties of

Substances 3

Introduction to

chemical change

119

•

Science

Demonstrates that different

temperatures cause materials to

expand or contract.

Physical

Properties of

Substances 3

Introduction to

expansion and

contraction of

materials at

different

temperatures

Page 11

Science

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

120

•

Science

Demonstrates that a mixture is

composed of individual

substances that retain their

identity when mixed and can be

recovered in their original form

by ordinary means.

Physical

Properties of

Substances 3

Introduction to

chemical mixtures

121

•

Science

Demonstrates that elements can

be combined to form compounds

with properties different from

those of the combining elements.

Physical

Properties of

Substances 3

Introduction to

chemical

compounds

122

•

Science

Differentiates between chemical

elements and compounds.

Physical

Properties of

Substances 3

Difference between

chemical mixtures

and compounds

123

•

Science

Explains that molecules are the

smallest particles of a compound

that still have all their properties.

Physical

Properties of

Substances 3

Introduction to

molecules

124

•

Science

Describes matter as being

composed of molecules that are

in constant motion; has a working

knowledge of the different states

of matter.

Physical

Properties of

Substances 3

Molecules in

motion: Different

states of matter

125

•

Science

Investigates and gathers

information about common

elements from the encyclopedia,

classroom materials, and other

resources.

Physical

Properties of

Substances 3

Initial investigation

of common

elements

126

•

Science

Gives the chemical symbol and

atomic structure of specified

elements and is able to build

these on the Bohr Model.

Physical

Properties of

Substances 3

Initial work on

chemical symbol

and atomic

structure of

elements using the

Bohr (Atomic)

Model

127

•

Science

Identifies the chemical formulas

for specified familiar compounds.

Physical

Properties of

Substances 3

Introduction to

chemical formulas

for familiar

compounds

128

•

Science

Prepares research reports on the

nature and use of elements and

compounds.

Physical

Properties of

Substances 3

Simple research

reports on how we

use different

elements and

compounds

129

•

Science

Distinguishes between physical

and a chemical changes and is

able to demonstrate this through

experimentation.

Physical

Properties of

Substances 3

Designing an

experiment to

illustrate physical

and chemical

change

Page 12

Science

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

130

•

Science

Explains that the total amount of

matter is not changed during a

chemical or physical change and

is able to demonstrate this

through experimentation.

Physical

Properties of

Substances 3

Designing an

experiment to

illustrate that matter

is not lost during a

chemical or physical

change

131

•

Science

Demonstrates that density

determines whether an object

sinks or floats.

Physical

Properties of

Substances 3

Density and

flotation

132

•

Science

Explains the basic principles of

fire and combustion and has

participated in demonstrations

that relate to this concept.

Physical

Properties of

Substances 3

Introduction to fire

and combustion

133

•

Science

Differentiates between acids and

bases; performs experiments that

relate to this concept.

Physical

Properties of

Substances 3

Introduction to

acids and bases

134

•

Science

Prepares solutions and mixtures.

Physical

Properties of

Substances 3

Solutions and

mixtures

135

•

Science

Explains the basic physical

properties of liquids; knowledge

is derived from participating in

demonstrations.

Physical

Properties of

Substances 3

Physical properties

of liquids

136

•

Science

Explains the basic physical

properties of gases; knowledge is

derived from participating in

demonstrations.

Physical

Properties of

Substances 3

Physical properties

of gases

137

•

Science

Explains the basic physical

properties of solids; knowledge is

derived from participating in

demonstrations.

Physical

Properties of

Substances 3

Physical properties

of solids

138

•

Science

Explains the basic principles of

water pressure; knowledge is

derived from participating in

demonstrations.

Physical

Properties of

Substances 3

Basic principles of

water pressure

139

•

Science

Explains the basic principles of

air pressure; knowledge is derived

from participating in

demonstrations.

Physical

Properties of

Substances 3

Basic principles of

air pressure

140

•

Science

Demonstrates understanding of

the principles of water

displacement, using an overflow

basin to measure the volume of

irregular solids.

Physical

Properties of

Substances 3

Principles of water

displacement

141

•

Science

Recognizes and identifies

common energy transformations;

knowledge is derived from

participation in demonstrations.

Energy

Introduction to

energy

transformations

Page 13

Science

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

142

•

Science

Describes the relative motion of

an object with respect to the

position or motion of another

object; knowledge is derived from

participation in demonstrations

(d=vt).

Energy

Introduction to

relative motion

143

•

Science

Sets up a closed electrical circuit.

Energy

Closed electrical

circuits

144

•

Science

Distinguishes among materials

that: completely block the passage

of light; allow some light to pass

through; and pass light

completely, identifying them as

opaque, semi-opaque, and

transparent.

Energy

Opaque, semi-

opaque, and

transparent

materials

145

•

Science

Demonstrates that changing an

object’s position in relationship to

a light source changes the

appearance of its shadow.

Energy

Light and shadow:

relative position of

object and light

source

146

•

Science

Distinguishes between

conductors and non-conductors;

knowledge comes from

participation in demonstrations.

Energy

Conductors and

non-conductors

147

•

Science

Demonstrates that energy in the

form of electromagnetism can

create motion.

Energy

How can

electromagnetic

energy create

motion?

148

•

Science

Identifies types of fossil fuels,

how they were formed, and how

they are used.

Energy

Introduction to

fossil fuels

149

•

Science

Identifies the Sun as a type of

fuel, how it’s captured, and how

it’s used; knowledge comes from

participation in demonstrations.

Energy

Solar Energy

150

•

Science

Describes ways to conserve

natural resources: knowledge

comes from research and

demonstrations.

Energy

Introduction to

conservation of

resources

151

•

Science

Demonstrates that water pressure

can cause objects to move.

Energy

How can water

pressure create

movement?

152

•

Science

Demonstrates that air pressure

can cause objects to move.

Energy

How can air

pressure create

movement?

153

•

Science

Identifies sound waves as a form

of energy; knowledge comes from

demonstrations.

Energy

Introduction to

sound waves as a

form of energy

Page 14

Science

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

154

•

Science

Demonstrates that sound waves

travel through solids, liquids, and

gases.

Energy

Sound waves travel

through solids,

liquids, and gases

155

•

Science

Demonstrates that light travels

only in straight lines.

Energy

Light travels in

straight lines

156

•

Science

Demonstrates that objects

become visible only when light is

reflected from them.

Energy

Reflected light

makes objects

visible

157

•

Science

Demonstrates that light bends

when it passes from one medium

to another.

Energy

How light bends

when it enters a

new medium

158

•

Science

Identifies light as a form of

energy: knowledge comes from

participation in demonstrations.

Energy

Light is a form of

energy

159

•

Science

Demonstrates that darker colors

absorb more light energy than

light colors.

Energy

Darker colors

absorb more light

energy than light

ones

160

•

Science

Demonstrates that mirrors and

other highly reflective materials

absorb almost no light energy.

Energy

Highly reflective

materials absorb

almost no light

energy

161

•

Science

Explains why objects reflected in

a mirror appear to be reversed;

knowledge comes from

participation in demonstrations.

Energy

Why do objects

appear to be

reversed in a

mirror?

162

•

Science

Explains why the Sun or the

Moon appears to be so much

larger or orange colored when

it/they are very low on the

horizon.

Energy

Why do the Sun

and Moon appear

so much larger or

orange colored

when they are very

low on the horizon?

163

•

Science

Describes the forms of radiation

on the electromagnetic spectrum.

Energy

Introduction to the

electromagnetic

spectrum

164

•

Science

Describes the characteristics of

the physical states of matter:

plasma, gas, liquid, solid, Bose

Einstein Condensate.

Energy

Characteristics of

different physical

states of matter

165

•

Science

Explains the link between

temperature and molecular

movement; knowledge comes

from participation in

demonstrations.

Energy

Temperature and

molecular

movement

Page 15

Science

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

166

•

Science

Demonstrate that any change in

motion is caused by unbalanced

forces.

Energy

Change in motion is

caused by

unbalanced forces

167

•

Science

Infers that gravitational pull gives

an object its weight; inferences

come from participation in

demonstrations.

Energy

Gravitational pull

gives an object its

weight

168

•

Science

Explains and demonstrates the

force of friction.

Energy

Explaining friction

169

•

Science

Explains and demonstrates that

gravity and friction will eventually

cause an object in motion to stop.

Energy

Gravity and friction

will eventually cause

an object in motion

to stop

170

•

Science

Explains and demonstrates that

the property of inertia makes

objects remain at rest or continue

in motion.

Energy

Newton’s First Law

of Motion: Inertia

makes objects

remain at rest or

continue in motion

171

•

Science

Demonstrates and offers a simple

explanation of the flow of an

electrical current through a

conducting material.

Energy

Electrical currents

flow through a

conducting material

172

•

Science

Constructs a simple

electromagnet and demonstrates

that the number of coils of wire

determine its magnetic attraction.

Energy

Build a simple

electromagnet

173

•

Science

Demonstrates the transformation

of energy from one form to

another.

Energy

Transformation of

energy from one

form to another

174

•

Science

Demonstrates that every motion

creates a force equal and opposite

to it (Newton’s Third Law).

Energy

Newton’s Third

Law of Motion:

Every motion

creates a force equal

and opposite

175

•

Science

Demonstrates through

experimentation and hands-on

experiences the principles of

levers.

Technology

Introduction to the

principles of levers

176

•

Science

Demonstrates through

experimentation and hands-on

experiences the principles of

inclined planes.

Technology

Introduction to the

principles of

inclined planes

177

•

Science

Demonstrates through

experimentation and hands-on

experiences the principles of a

wheel and axle.

Technology

Introduction to the

principles of wheels

and axles

Page 16

Science

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

178

•

Science

Demonstrates through

experimentation and hands-on

experiences the principles of

pulleys.

Technology

Introduction to the

principles of

pulleys

179

•

Science

Demonstrates through

experimentation and hands-on

experiences the principles of

wedges.

Technology

Introduction to the

principles of

wedges

180

•

Science

Demonstrates through

experimentation and hands-on

experiences the principles of

screws.

Technology

Introduction to the

principles of screws

181

•

Science

Experiences through

demonstrations, hands-on

activities and research various

simple technologies used in

constructing a Chinese balance

and models of several simple

machines and structures, such as

a water wheel, a windmill, sail

boat, igloo, grass hut, log home,

stone hut, and a simple wood

frame home.

Technology

The technologies

behind simple

machines and

structures

182

•

Science

Experiences through

demonstrations, hands-on

activities, and research various

simple technologies used to: build

a brick mold to make bricks;

make primitive cutting

implements; make a pit kiln for

firing pots and vessels from clay.

(Correlates with ancient history)

Technology

Simple technologies

used by early

humans and

civilizations

183

•

Science

Constructs a Roman Arch

accurately.

Technology

Roman Arches

184

•

Science

Explains, through demonstrations

and research, how people used

their own power to accomplish

heavy work and how the use of

domesticated animal provided a

more efficient source of power.

Technology

Early human and

animal sources of

power

185

•

Science

Explains, through

demonstrations, research, and

constructing a model, how a

windmill operates and can be

used.

Technology

How different types

of power sources

and engines

operate: Windmills

186

•

Science

Explains, through

demonstrations, research, and

constructing a model, how a

watermill operates and can be

used.

Technology

How different types

of power sources

and engines

operate: Watermills

Page 17

Science

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

187

•

Science

Explains, through

demonstrations, research, and

constructing a model, how a sail

boat operates and can be used.

Technology

How different types

of power sources

and engines

operate: Sail boats

188

•

Science

Explains, through

demonstrations, research, and

using a model, how a steam

engine operates and can be used.

Technology

How different types

of power sources

and engines

operate: Steam

engines

189

•

Science

Explains, through

demonstrations, research, and

using a model, how a a gasoline

motor operates and is used.

Technology

How different types

of engines operate:

Gasoline motors

190

•

Science

Explains, through

demonstrations, research, and

using a model, how a a diesel

motor operates and is used.

Technology

How different types

of engines operate:

Diesel motors

191

•

Science

Explains, through

demonstrations, research, and

using a model, how a electric

motor operates and is used.

Technology

How different types

of engines operate:

Electric motors

192

•

Science

Explains, through

demonstrations, research, and

using a model, how an aviation

motor operates and is used.

Technology

How different types

of engines operate:

Aviation motors

193

•

Science

Explains, through

demonstrations, research, and

using a model, how a jet engine

operates and is used.

Technology

How different types

of engines operate:

Jet engines

194

•

Science

Explains, through

demonstrations, research, and

using a model, how a rocket

engine operates and is used.

Technology

How different types

of engines operate:

Rocket engines

195

•

Science

Explain, through demonstrations

and experimentation, the

different sources of power, and

how they generate power for

human consumption.

Technology

Sources of Power

196

•

Science

Explains how a battery stores

power through demonstration

and experimentation.

Technology

How batteries work

197

•

Science

Constructs a simple, working

electric motor.

Technology

Building a simple

electric motor

Page 18

Science

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

198

•

Science

Through demonstration and

experimentation, explains and

understands how an electric light

bulb operates.

Technology

How traditional

electric light bulbs

work

199

•

Science

Through demonstration and

experimentation, explains and

understands the principles

involved in radio and television.

Technology

Radio and

Television

200

•

Science

Through demonstration and

experimentation, explains and

understands the principles

involved in microchips and

computers.

Technology

Introduction to

microchips and

computer

technology

201

•

Science

Explains and understands the

principles of flight through

demonstration and

experimentation.

Technology

Principles of Flight

202

•

Science

Through demonstration and

experimentation, explains and

understands the principles of

lasers and their various uses.

Technology

Introduction to

Lasers

203

•

Science

Through demonstration and

experimentation, explains and

understands the principles of

microwaves and their uses.

Technology

Introduction to

Microwaves

204

•

Science

Through demonstration and

experimentation, explains

gravity’s role in the formation of

protogalactic nebula and the

formation of the first stars.

Astronomy

Gravity and its role

in the formation of

a star and nebula

205

•

Science

Through demonstration and

experimentation, explains the

current understanding of how

stars are formed.

Astronomy

How stars are

formed

206

•

Science

Through demonstration and

experimentation, explains the

fundamentals of stellar

nucleosynthesis.

Astronomy

Introduction to

stellar

nucleosynthesis

207

•

Science

Through demonstration and

experimentation, explains the

current understanding of the life

cycle of stars.

Astronomy

Life cycle of stars

208

•

Science

Through demonstration and

experimentation, explains the

apparent brightness of stars,

being related to size, distance

from Earth, and temperature.

Astronomy

What causes the

differences in

apparent brightness

of stars?

209

•

Science

Through demonstration and

experimentation, explains that the

apparent movement of stars is

related to the rotation of the

Earth on its axis.

Astronomy

Why do the stars

appear to move?

Page 19

Science

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

210

•

Science

Through demonstration and

experimentation, understands and

explains the concept of a light

year.

Astronomy

Introduction to the

concept of a light

year

211

•

Science

Calculates the distance from

Earth of a cosmic object located

X-light years away.

Astronomy

Calculating the

distance from Earth

in miles or

kilometers when

given distance in

terms of light years

212

•

Science

Through demonstration and

experimentation, explains the

currently held scientific theory

about black holes.

Astronomy

Introduction to

black holes

213

•

Science

Uses an optical telescope.

Astronomy

Introduction to the

telescope

214

•

Science

Through demonstration,

experimentation, and research,

demonstrates an understanding

about: optical telescopes, radio

telescopes, and spectrographs.

Astronomy

Optical telescopes,

radio telescopes,

and spectrographs.

215

•

Science

Through demonstration,

experimentation, and research,

explains how a star’s spectrum is

used to determine its chemical

composition.

Astronomy

What a star’s

spectrum can tell us

216

•

Science

Through demonstration,

experimentation, and research,

explains galaxies.

Astronomy

Introduction to

galaxies

217

•

Science

Through demonstration,

experimentation and research,

demonstrates in-depth

understanding about the various

planets and satellites in our solar

system.

Astronomy

Our solar system

218

•

Science

Through demonstration,

experimentation, and research,

demonstrates an understanding

about day and night, the seasons,

and changes in the length of day

light.

Astronomy

Day and night, the

seasons, and length

of daylight

219

•

Science

Through demonstration,

experimentation, and research,

demonstrates an understanding

about solstices and equinoxes.

Astronomy

Solstices and

equinoxes

220

•

Science

Through demonstration,

experimentation, and research,

demonstrates an understanding

about perihelions and aphelions.

Astronomy

Perihelions and

aphelions

Page 20

Science

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

221

•

Science

Through demonstration,

experimentation, and research,

demonstrates an understanding of

Earth/Moon relationships and

the resulting tides on Earth.

Astronomy

Introduction to

tides on Earth

222

•

Science

Through demonstration,

experimentation, and research,

demonstrates an understanding of

solar and lunar eclipses.

Astronomy

Solar and lunar

eclipse

223

•

Science

Through demonstration,

experimentation, and research,

demonstrates an understanding of

meteorites and comets.

Astronomy

Meteorites and

comets

224

•

Science

Through demonstration,

experimentation, and research,

demonstrates an understanding of

the layers of the Earth.

Earth Science:

Geology

Preparation

Layers of the Earth

225

•

Science

Through demonstration,

experimentation, and research,

demonstrates an understanding of

the eight basic elements of the

Earth.

Earth Science:

Geology

Preparation

The eight basic

elements of the

Earth

226

•

Science

Through demonstration,

experimentation, and research,

demonstrates an understanding of

the forces of weather on Earth.

Earth Science:

Geology

Preparation

How weather

shapes the land

227

•

Science

Through demonstration,

experimentation, and research,

demonstrates an understanding of

grains of sand in relation to

weathering on Earth.

Earth Science:

Geology

Preparation

How grains of sand

are formed

228

•

Science

Through demonstration,

experimentation, and research,

demonstrates an understanding

that the Earth’s crust is made of

plates.

Earth Science:

Geology - Plate

Tectonics

Tectonic plates

229

•

Science

Through demonstration,

experimentation, and research,

demonstrates an understanding

about what happens at the edges

of Earth’s Plates.

Earth Science:

Geology - Plate

Tectonics

What happens at

the edges of

tectonic plates?

230

•

Science

Through demonstration,

experimentation, and research,

demonstrates an understanding of

convergent and divergent

movement in Earth’s plates.

Earth Science:

Geology - Plate

Tectonics

Convergent and

divergent

movement in

Earth’s tectonic

plates

231

•

Science

Through demonstration,

experimentation, and research,

demonstrates an understanding

regarding Convergent Plates’

Subduction and Mountain

Building.

Earth Science:

Geology - Plate

Tectonics

Convergent plates’

subduction and

mountain building

Page 21

Science

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

232

•

Science

Through demonstration,

experimentation, and research,

demonstrates an understanding

that when Tectonic Plates move

apart (Divergent Boundaries),

molten material moves to the

surface and new land is formed.

Earth Science:

Geology - Plate

Tectonics

New land is formed

when tectonic

plates move apart

(Divergent

Boundaries)

233

•

Science

Through demonstration,

experimentation, and research,

demonstrates an understanding

that the Earth’s Tectonic Plates

also move parallel to each other.

Earth Science:

Geology - Plate

Tectonics

Parallel movement

of the Earth’s

tectonic plates

234

•

Science

Through demonstration,

experimentation, and research,

demonstrates an understanding

about the Ring of Fire.

Earth Science:

Geology - Plate

Tectonics

The Ring of Fire

235

•

Science

Demonstrates an understanding

about types of volcanoes through

demonstration, experimentation,

and research.

Earth Science:

Geology - Plate

Tectonics

Volcanoes

236

•

Science

Through demonstration,

experimentation, and research,

demonstrates an understanding

about classifying rocks by

grading, color, types of rocks.

Earth Science:

Geology - Rocks

& Minerals

Classifying rocks

237

•

Science

Through demonstration,

experimentation, and research,

demonstrates an understanding

about the different types of rocks:

Igneous (including Extrusive and

Intrusive Igneous rocks);

Sedimentary; and Metamorphic.

Earth Science:

Geology - Rocks

& Minerals

Igneous (including

Extrusive and

Intrusive Igneous

rocks); Sedimentary;

and Metamorphic

Rocks

238

•

Science

Through demonstration,

experimentation, and research,

demonstrates an understanding of

the Rock Cycle.

Earth Science:

Geology - Rocks

& Minerals

The Rock Cycle

239

•

Science

Through demonstration,

experimentation, and research,

demonstrates an understanding of

how Clastic Sedimentary rocks

are formed.

Earth Science:

Geology - Rocks

& Minerals

Clastic Sedimentary

Rocks

240

•

Science

Through demonstration,

experimentation, and research,

demonstrates an understanding of

how chemical processes form

solids and, at times, these are

Sedimentary rocks.

Earth Science:

Geology - Rocks

& Minerals

How chemical

processes form

Sedimentary rocks

241

•

Science

Through demonstration,

experimentation, and research,

demonstrates an understanding of

how, at times, living organisms

can create Sedimentary rocks

called Biogenetic Sedimentary

rocks.

Earth Science:

Geology - Rocks

& Minerals

How living

organisms can

create Biogenetic

Sedimentary rocks

Page 22

Science

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

242

•

Science

Through demonstration,

experimentation, and research,

demonstrates an understanding of

how Igneous rock is formed;

explains the different

characteristics of both Extrusive

and Intrusive Igneous rocks.

Earth Science:

Geology - Rocks

& Minerals

Extrusive and

Intrusive Igneous

rocks

243

•

Science

Through demonstration,

experimentation, and research,

demonstrates an understanding of

how heat and pressure within the

Earth create Metamorphic rocks

and the difference between

Foliated and Non-foliated

Metamorphic rocks.

Earth Science:

Geology - Rocks

& Minerals

Foliated and

Non-foliated

Metamorphic rocks

244

•

Science

Through demonstration,

experimentation, and research,

demonstrates an understanding of

the differences between rocks and

minerals.

Earth Science:

Geology - Rocks

& Minerals

Differences

between rocks and

minerals

245

•

Science

Through demonstration,

experimentation, and research,

demonstrates an understanding of

how to create Mineral crystals.

Earth Science:

Geology - Rocks

& Minerals

How mineral

crystals are formed

246

•

Science

Through demonstration,

experimentation, and research,

demonstrates an understanding of

how the crystals in Minerals will

vary in size as a result of fast and

slow evaporation.

Earth Science:

Geology - Rocks

& Minerals

Why the size of

Mineral Crystals

varies as a result of

fast and slow

evaporation

247

•

Science

Discusses, understands, and

performs some of the tests

mineralogists use to identify

Minerals and their properties.

Earth Science:

Geology - Rocks

& Minerals

Tests used to

identify Minerals

and their properties

248

•

Science

Discusses, understands, and

explains Wind.

Earth Science:

Weather

How wind is

created

249

•

Science

Discusses, understands,

constructs, and uses a Weather

Vane.

Earth Science:

Weather

Weather Vanes

250

•

Science

Discusses, understands, and

explains the use of an

Anemometer.

Earth Science:

Weather

Anemometers

251

•

Science

Discusses, understands, and

explains the Beaufort Wind Scale.

Earth Science:

Weather

The Beaufort Wind

Scale

252

•

Science

Discusses, understands, and

explains how the wind helps to

reshape the landscape.

Earth Science:

Weather

Wind and how it

reshapes the

landscape

Page 23

Science

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

253

•

Science

Discusses, understands, and

explains the World's Winds: Polar

Easterlies, Trade Winds,

Prevailing Westerlies.

Earth Science:

Weather

The world's major

wind systems

254

•

Science

Discusses, understands, and

explains the Hydrologic Cycle.

Earth Science:

Weather

Hydrologic Cycle

255

•

Science

Discusses, understands, and

explains Clouds: how they are

formed, kinds of clouds, and the

types of precipitation they

produce.

Earth Science:

Weather

Introduction to

cloud study

256

•

Science

Discusses, understands, and

explains different types of

weather fronts and the relating

types of weather that can occur as

a result of these.

Earth Science:

Weather

Weather fronts

257

•

Science

Interprets symbols from a

weather map.

Earth Science:

Weather

Symbols on a

weather map

258

•

Science

Discusses, understands, and

explains how mountain ranges

can affect weather.

Earth Science:

Weather

How mountain

ranges can affect

weather

259

•

Science

Discusses, understands, and

explains different kinds of storms

and the relating weather:

Tornadoes, Waterspouts,

Hurricanes, Tropical

Depressions, Tropical Storms,

Blizzards.

Earth Science:

Weather

Introduction to

major types of

storms

260

•

Science

Discusses, understands, and

explains air pressure and how

changing air pressure helps

predict when a storm will occur.

Earth Science:

Weather

Why changing air

pressure can help us

predict storms

261

•

Science

Discusses, understands, and

explains the use of a Barometer.

Earth Science:

Weather

Introduction to the

Barometer

262

•

Science

Discusses, understands, and

explains Lightning: types,

properties, effects, interesting

facts, and safety.

Earth Science:

Weather

Introduction to

lightning

263

•

Science

Discusses, understands, and

explains the relationship between

Thunder and Lightening.

Earth Science:

Weather

Thunder and

lightning

264

•

Science

Discusses, understands, and

explains the role of a

Meteorologist.

Earth Science:

Meteorology

The role of a

Meteorologist

Page 24

Science

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

265

•

Science

Discusses, understands, and

explains the various ways a

Meteorologist obtains data.

Earth Science:

Meteorology

How

Meteorologists

obtain data

266

•

Science

Discusses, understands, and

explains the various instruments

used in monitoring the

atmosphere.

Earth Science:

Meteorology

Weather

instruments

267

•

Science

Discusses, understands, and

explains the differences between

Weather and Climate.

Earth Science:

Climate

Differences

between Weather

and Climate

268

•

Science

Discusses, understands, and

explains the many factors that

make up Climate.

Earth Science:

Climate

Factors that make

up Climate

269

•

Science

Discusses, understands, and

explains how Climate affects:

people’s clothing, housing, and

types of food grown.

Earth Science:

Climate

How climate affects

the way people live

270

•

Science

Discusses, understands, and

explains how Climate determines

the types of vegetation and

animals that thrive.

Earth Science:

Climate

How climate

determines what

plants and animals

will thrive

271

•

Science

Discusses, understands, and

explains how Climate is thought

to be affected by a variable, such

as pollution (Greenhouse Effect).

Earth Science:

Climate

Climate and

pollution

272

•

Science

Uses scientific scales (and other

instruments for measuring mass)

carefully and appropriately and

can do so in both measurement

systems.

Being a

Scientist:

Measurement

Precise scientific

measurement: mass

273

•

Science

Uses various rulers and measuring

tapes carefully and appropriately

to make observations in relation

to physical science explorations

and can do so in both

measurement systems.

Being a

Scientist:

Measurement

Physical science:

Rulers and

measuring tapes

274

•

Science

Uses a thermometer carefully and

appropriately in classroom

experiments and earth-science

related activities.

Being a

Scientist:

Measurement

Life science: Using

a thermometer in

life science 3

275

•

Science

Groups and classifies objects or

data according to physical or

chemical properties.

Being a

Scientist:

Observation -

Gathering &

Analyzing Data

Classification by

physical or chemical

properties

276

•

Science

Uses a hand magnifier carefully

and appropriately to investigate

objects on a larger scale.

Being a

Scientist:

Observation -

Gathering &

Analyzing Data

Using more

powerful hand

magnifiers

Page 25

Science

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

277

•

Science

Understands the various parts of

the microscope, their functions

and how to use a microscope

carefully and appropriately.

Being a

Scientist:

Observation -

Gathering &

Analyzing Data

Parts of the

microscope and

correct use 1

278

•

Science

Uses various microscopes

carefully and appropriately to

analyze specimens.

Being a

Scientist:

Observation -

Gathering &

Analyzing Data

Parts of the

microscope and

correct use 2

279

•

Science

Prepares own slides, using either

dry or wet mount.

Being a

Scientist:

Observation -

Gathering &

Analyzing Data

Microscope:

preparing slides

280

•

Science

Demonstrates objective

observational skills by accurately

describing the physical properties

of objects.

Being a

Scientist:

Observation -

Gathering &

Analyzing Data

Precise descriptions

of objects being

studies

281

•

Science

Demonstrates at least two

techniques for obtaining samples

of data.

Being a

Scientist:

Observation -

Gathering &

Analyzing Data

Gathering data

samples

282

•

Science

Classifies objects correctly.

Being a

Scientist:

Observation -

Gathering &

Analyzing Data

Classification of

objects with

precision

283

•

Science

Describes accurately the steps of

the Scientific Method.

Being a

Scientist:

Scientific

Experimentation

The Scientific

Method

284

•

Science

Understands the meaning of a

Hypothesis and conducts a simple

experiment to prove or disprove

a Scientific Hypothesis.

Being a

Scientist:

Scientific

Experimentation

Defining and

testing a Scientific

Hypothesis

285

•

Science

Accurately records findings from

a science experiment/project and

draws objective conclusions from

the data.

Being a

Scientist:

Scientific

Experimentation

Reporting

outcomes of a

scientific

experiments ad

drawing

conclusions

286

•

Science

Accurately records findings from

a science experiment/project and

draws objective conclusions from

the data, using graphs or charts.

Being a

Scientist:

Scientific

Experimentation

Preparing and

interpreting graphs

and charts that

display the result of

an experiment

Page 26

Science

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

287

•

Science

Distinguishes between

observations and inferences in

science experiments or

investigative experiences.

Being a

Scientist:

Scientific

Experimentation

Distinguishes

between

observations and

inferences

288

•

Science

Explains the difference between a

demonstration and an

experiment.

Being a

Scientist:

Scientific

Experimentation

Demonstrations

and experiments

289

•

Science

Designs own science experiment

(understands the concept of

variables), conducts the

experiment, records observations

and data, and draws conclusion

from the results.

Being a

Scientist:

Scientific

Experimentation

Designing a science

experiment

290

•

Science

Observes differences in various

specimens representing the

different kingdoms.

Classifying:

Taxonomy 1

Differences among

the kingdoms of life

291

•

Science

Discusses and understands the

rationale of why the different life

forms on Earth are classified.

Classifying:

Taxonomy 1

Rationale behind

the classification

scheme for plants

and animals

292

•

Science

Discusses the Six Kingdoms or

the Three- Domain System and

the subdivisions within these; is

aware that scientists are

continually making discoveries

that might change this structure.

Classifying:

Taxonomy 1

The Six Kingdoms

and their

subdivisions

293

•

Science

Works with the Chinese Boxes to

develop an understanding of one

type of classification system.

Classifying:

Taxonomy 2

Introduction to the

Chinese Boxes

294

•

Science

Uses the Chinese Boxes to spark

investigations within any

classification area.

Classifying:

Taxonomy 2

Investigating using

the Chinese Boxes

295

•

Science

Discovers and explains the

differences between different

living and non-living organisms.

Classifying:

Taxonomy 3

Difference between

living and non-

living organisms

296

•

Science

Discovers and explains the

differences between plants and

animals.

Classifying:

Taxonomy 3

The differences

between plants and

animals

297

•

Science

Discovers and explains the

differences between plant and

animal cell structures.

Classifying:

Taxonomy 3

The differences

between plant and

animal cell

structures

Page 27

Science

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

298

•

Science

Discovers and explains the

differences between plants,

animals, and prokaryotic

organisms.

Classifying:

Taxonomy 3

Differences

between plants,

animals, and

prokaryotic

organisms

299

•

Science

Identifies and understands that

there are different cells within an

organism, which perform

different functions.

Classifying:

Taxonomy 3

The functions of

different cells

within an organism

300

•

Science

Discovers and explains the

differences between the cell

structures of plants, animals, and

prokaryotic organisms.

Classifying:

Taxonomy 3

The differences

between the cell

structures of plants,

animals, and

prokaryotic

organisms

301

•

Science

Discovers, identifies, and explains

(in different ways) the similarities

and differences in various

Mammals.

Study of

Animals 1

Similarities and

differences in

various mammals

302

•

Science

Discovers, identifies, and explains

(in different ways) the similarities

and differences in various Fish.

Study of

Animals 1

Similarities and

differences in

various fish

303

•

Science

Discovers, identifies, and explains

(in different ways) the similarities

and differences in various birds.

Study of

Animals 1

Similarities and

differences in

various birds

304

•

Science

Discovers, identifies, and explains

(in different ways) the similarities

and differences in various

amphibians.

Study of

Animals 1

Similarities and

differences in

various amphibians

305

•

Science

Discovers, identifies, and explains

(in different ways) the similarities

and differences in various reptiles.

Study of

Animals 1

Similarities and

differences in

various reptiles

306

•

Science

Discovers, identifies, and explains

(in different ways) the similarities

and differences between

vertebrates and invertebrates.

Study of

Animals 1

Similarities and

differences between

vertebrates and

invertebrates

307

•

Science

Discovers, identifies, and explains

(in different ways) the similarities

and differences in various Insects.

Study of

Animals 1

Similarities and

differences in

various insects

308

•

Science

Discovers, identifies, and explains

(in different ways) the similarities

and differences in various

Molluscs.

Study of

Animals 1

Similarities and

differences in

various molluscs

309

•

Science

Discovers, identifies, and explains

(in different ways) the similarities

and differences in various

Crustaceans.

Study of

Animals 1

Similarities and

differences in

various crustaceans

Page 28

Science

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

310

•

Science

Discovers, identifies, and explains

(in different ways) the needs of

different animals regarding food.

Study of

Animals 2

Needs of different

animals for food

311

•

Science

Discovers, identifies, and explains

(in different ways) the role of

different animals in the Food

Web.

Study of

Animals 2

The Food Web

312

•

Science

Discovers, identifies, and explains

(in different ways) the different

nutritional needs of herbivores,

carnivores, and omnivores.

Study of

Animals 2

Different

nutritional needs of

herbivores,

carnivores, and

omnivores

313

•

Science

Discovers, identifies, and explains

(in different ways) the different

adaptations of herbivores,

carnivores, and omnivores.

Study of

Animals 3

The different

adaptations of

herbivores,

carnivores, and

omnivores

314

•

Science

Discovers, identifies, and explains

(in different ways) the adaptations

of animals to specific biome

environments.

Study of

Animals 3

Adaptations of

animals to specific

biome

environments

315

•

Science

Discovers, identifies, and explains

(in different ways) how different

animals reproduce.

Study of

Animals 4

How different

animals reproduce

316

•

Science

Discovers, identifies, and explains

(in different ways) how

microscopic organisms

reproduce.

Study of

Animals 4

Reproduction of

microscopic

organism

317

•

Science

Discovers, identifies, and explains

(in different ways) the role of

camouflage as a defense

mechanism and other defense

strategies animals use.

Study of

Animals 5

Role of camouflage

as a defense

mechanism

318

•

Science

Discusses and understands the

internal anatomy of different

animals.

Study of

Animals 6

Internal anatomy of

different animals

319

•

Science

Explains, in simple terms, the

functions of the major organs of

our bodies: brain, heart, lungs,

stomach, intestines.

Study of

Animals 6

Introduction to

human anatomy 1

320

•

Science

Explains, in simple terms, the

functions of the major organs of

our bodies: brain, heart, lungs,

stomach, intestines, as well as our

skin.

Study of

Animals 6

Introduction to

human anatomy 1

321

•

Science

Can name some of the major

bones found in the human

skeletal system, including the

skull, spinal column, jaw, pelvis,

ribs, and shoulder blades.

Study of

Animals 6

Introduction to

human anatomy 2

Page 29

Science

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

322

•

Science

Discusses and understands the

internal anatomy and functions of

the different systems in the

human body: including skin,

muscles, organs (including the

kidneys, liver,eyes, sense of taste,

and sense of smell), the endocrine

system, and the nervous system.

Study of

Animals 6

Introduction to

human anatomy 2

323

•

Science

Can name the major bones found

in the human skeletal system,

including the skull, spinal column,

vertebrae, jaw, pelvis, ribs,

sternum, shoulder

blades/clavicles, humerus, ulna,

radius, femur, tibia, fibula.

Study of

Animals 6

Introduction to

human anatomy 2

324

•

Science

Discusses and explains (in

different ways) the varied

relationships humans have with

animals: food, pets,

entertainment, sport.

Study of

Animals 7

Relationship

between people and

animals

325

•

Science

Discusses and explains (in

different ways) the effects

humans have had on animals in

their natural habits.

Study of

Animals 7

How humans have

affected animal

habitats

326

•

Science

Discusses and explains (in

different ways) the different

aspects of animal husbandry.

Study of

Animals 7

Animal husbandry

327

•

Science

Identifies common trees, flowers,

and classroom plants around the

school.

Botany 1

Identifying local

plants, trees, and

flowers

328

•

Science

Uses specific criteria and

identifies common trees and

flowers.

Botany 1

Identifies common

trees and flowers by

specific criteria

329

•

Science

Uses a field guide to assist in

identifying various plants.

Botany 1

Introduction to

Field Guides

330

•

Science

Identifies and explains (in

different ways) the parts of a

flower.

Botany 1

The parts of a

flower

331

•

Science

Identifies and explains (in

different ways) the parts of a

seed.

Botany 1

The parts of a seed

332

•

Science

Identifies and explains (in

different ways) the parts of a tree.

Botany 1

The parts of a tree

Page 30

Science

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

333

•

Science

Identifies and explains (in

different ways) the parts of a leaf.

Botany 1

The parts of a leaf

334

•

Science

Identifies and explains (in

different ways) the botanical

names for leaf shapes.

Botany 1

Botanical names for

leaf shapes

335

•

Science

Identifies and explains (in

different ways) the botanical

terms for leaf margins.

Botany 1

Botanical terms for

leaf margins

336

•

Science

Identifies and explains (in

different ways) the botanical

terms for leaf venation.

Botany 1

Botanical terms for

leaf venation

337

•

Science

Identifies and explains (in

different ways) the botanical

terms for root types.

Botany 1

Botanical terms for

root types

338

•

Science

Discovers, identifies,

differentiates, and explains (in

different ways) the characteristics

of monocots and dicots.

Botany 2

Monocots and

dicots

339

•

Science

Discovers, identifies,

differentiates, and explains (in

different ways) the characteristics

of bryophytes and tracheophytes.

Botany 2

Bryophytes and

tracheophytes

340

•

Science

Discovers, identifies,

differentiates, and explains (in

different ways) the characteristics

of angiosperms and

gymnosperms.

Botany 2

Angiosperms and

gymnosperms

341

•

Science

Discovers, identifies, and explains

(in different ways) the function of

roots.

Botany 3

The function of

roots

342

•

Science

Discovers, identifies, and explains

(in different ways) the function of

flowers.

Botany 3

The function of

flowers

343

•

Science

Discovers, identifies, and explains

(in different ways) the function of

fruit.

Botany 3

The function of

fruits

344

•

Science

Discovers, identifies, and explains

(in different ways) the different

types of fruits.

Botany 3

Different types of

fruits

345

•

Science

Discovers, identifies, and explains

(in different ways) the function of

a seed.

Botany 3

The function of

seeds

Page 31

Science

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

346

•

Science

Discovers, identifies, and explains

(in different ways) how seeds

have adapted to disperse

themselves.

Botany 3

How seeds are

dispersed

347

•

Science

Discovers, identifies, and explains

(in different ways) the function of

the plant stem.

Botany 3

Function of the

plant stem

348

•

Science

Discovers, identifies, and explains

(in different ways) the circulatory

system of the plant stem.

Botany 3

The circulatory

system of the plant

stem

349

•

Science

Discovers, identifies, and explains

(in different ways) the function of

leaves and the process of

Photosynthesis.

Botany 3

The function of

leaves and process

of Photosynthesis

350

•

Science

Discovers, identifies, and explains

(in different ways) the basic needs

of plants to carry out

Photosynthesis.

Botany 4

Why plants need to

carry out the

function of

Photosynthesis

351

•

Science

Discovers, identifies, and explains

(in different ways) the basic needs

of plants.

Botany 4

The basic needs of

plants

352

•

Science

Discovers, identifies, and

demonstrates that plants contain

water.

Botany 4

Plants contain water

353

•

Science

Discovers, identifies, and

demonstrates that plants adapt to

their environment.

Botany 4

How plants adapt

to the environment

354

•

Science

Discovers, identifies, and

demonstrates that plants grow in

predictable patterns.

Botany 4

Plants grow in

predictable patterns

355

•

Science

Discovers, identifies, explains,

and demonstrates the varied

relationships between humans

and plants: food, clothing,

furniture, housing, medicinal, and

so on.

Botany 5

How people use

plants

356

•

Science

Actively participates in the

appropriate care of indoor

classroom plants.

Care of Plants

Caring for indoor

plants

357

•

Science

Actively researches and/or

participates in performing root

cuttings of classroom plants for

proliferation.

Care of Plants

Root cuttings

358

•

Science

Actively researches and

demonstrates knowledge of

different plants’ needs regarding

water and light.

Care of Plants

Plants’ need for

light and water

Page 32

Science

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

359

•

Science

Actively researches and

demonstrates knowledge of how

to plant seeds and the differing

requirements needed for different

seed varieties.

Care of Plants

How seeds should

be planted

360

•

Science

Actively researches and

demonstrates knowledge of cold

frames and their use in seed

germination.

Care of Plants

Cold frames and

their use in seed

germination

361

•

Science

Actively researches and

demonstrates knowledge of

raising a crop of vegetables.

Care of Plants

Growing vegetables

362

•

Science

Actively researches and

demonstrates knowledge of the

needs of a variety of plants in

designing the layout of a garden.

Care of Plants

Plant needs and

designing the layout

of a garden

363

•

Science

Demonstrates appropriate

knowledge in designing and

caring for container gardens,

including either flowering plants,

herbs, or vegetables.

Care of Plants

Container gardens

364

•

Science

Actively researches and

demonstrates knowledge of when

and how to use stakes and

trellises.

Care of Plants

Stakes and trellises

365

•

Science

Actively researches and

demonstrates knowledge of

chemical and organic fertilizers,

the pros and cons of each, and

the use of these.

Care of Plants

Chemical and

organic fertilizers

366

•

Science

Actively researches and

demonstrates knowledge of

chemical versus organic pest

control and pros and cons of

each.

Care of Plants

Chemical versus

organic pest control

367

•

Science

Actively researches and

demonstrates understanding of

preventing food from being

spoiled by insects, rodents, micro-

organisms.

Care of Food

Food preservation:

Why food spoils

and how we can

preserve it

368

•

Science

Actively researches and

demonstrates understanding of

how to store food to prevent

spoilage.

Care of Food

Storing food to

prevent spoilage

369

•

Science

Actively researches and

demonstrates understanding of

how to clean fruits and vegetables

to prevent contamination.

Care of Food

Cleaning fruits and

vegetables

370

•

Science

Actively researches and

demonstrates understanding of

different methods of extending

the shelf-life of food.

Care of Food

Methods to extend

the shelf-life of

food

Page 33

Science

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

371

•

Science

Demonstrates and explains (using

different methods) the difference

between a food chain and a food

web.

Ecosystems 1

Food chains and

food webs

372

•

Science

Demonstrates and explains (using

different methods) the roles of

the different organisms in a food

web.

Ecosystems 1

Roles of different

organisms in a food

web

373

•

Science

Demonstrates and explains (using

different methods) the roles of

the different organisms in a food

web within a given environment.

Ecosystems 1

Roles of the

different organisms

in a food web

according to type of

environment

374

•

Science

Demonstrates an understanding

(by explaining using different

methods) the role of predator and

a prey.

Ecosystems 1

Predators and prey

375

•

Science

Demonstrates and explains (using

different methods) population

balance and the concept of

overpopulation within a food

web.

Ecosystems 1

Population balance

and overpopulation

376

•

Science

Demonstrates an understanding

(by explaining using different

methods) the role of scavengers

in an ecosystem.

Ecosystems 1

Scavengers

377

•

Science

Demonstrates an understanding

(by explaining using different

methods) the role of saprotrophs

(decomposers) in an ecosystem.

Ecosystems 1

The role of

saprotrophs

(decomposers) in an

ecosystem

378

•

Science

Demonstrates an understanding

(by explaining using different

methods) the differences between

bio-degradable, recyclable, and

non-degradable.

Ecosystems 1

Bio-degradable,

recyclable, and non-

degradable

379

•

Science

Demonstrates an understanding

(by explaining using different

methods) the ecological

relationships among all living

organisms within a specific

environment.

Ecosystems 1

Introduction to

ecological

relationships

380

•

Science

Demonstrates an understanding

(by explaining using different

methods) that the survival and

success of living organisms over

time depends on their ability to

adapt.

Ecosystems 2

Adaptation and

survival

381

•

Science

Demonstrates an understanding

(by explaining using different

methods) of some adaptations

that have occurred in living

organisms that have impacted

their survival.

Ecosystems 2

How animals have

adapted to survive

Page 34

Science

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

382

•

Science

Actively researches and explains

the different forms of water

pollution.

Ecology

What causes water

pollution?

383

•

Science

Actively researches and explains

issues pertaining to water

pollution and solutions within the

world's oceans.

Ecology

Impact of pollution

on the oceans

384

•

Science

Actively researches and explains

issues pertaining to acid rain and

the effects it has on living

organisms.

Ecology

Acid rain

385

•

Science

Actively researches and explains

issues pertaining to water

pollution with special attention to

the local environment's different

bodies of water and their specific

issues and concerns.

Ecology

Has water pollution

affected our local

community?

386

•

Science

Actively researches and explains

issues pertaining to water

pollution with special attention to

the effects this has on human

needs.

Ecology

How does water

pollution affect

human beings?

387

•

Science

Actively researches and explains

the role of water treatment plants

and the variety of different

modern technologies being used

to purify water for human needs.

Ecology

Water treatment

plants

388

•

Science

Actively researches and explains

the different forms of indoor and

outdoor air pollution.

Ecology

Indoor and outdoor

air pollution

389

•

Science

Actively researches and explains

the different causes of air

pollution.

Ecology

What causes air

pollution?

390

•

Science

Actively researches and explains

the debate regarding greenhouse

gases and global warming,

including all opinions.

Ecology

The debate over

greenhouse gases

and global warming

391

•

Science

Actively researches and explains

issues pertaining to air pollution,

with special attention to the

effects on weather patterns,

changes in migration patterns of

different species, destruction of

existing habitats, and so on.

Ecology

Effects of air

pollution on

weather and the

environment

392

•

Science

Actively researches and explains

issues pertaining to air pollution,

with special attention to the

effects this has on humans.

Ecology

How has air

pollution affected

humans?

Page 35

Science

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212

941-729-9565 • www.montessori.org

Montessori

THE

FOUNDATION

Scope & Sequence

Curriculum

Understanding the Scope

and Sequence Code ...

Art is not a separate area of the Montessori

curriculum; it is an integral component.

Throughout the day, even the youngest stu-

dents are surrounded by the beauty of the

materials and activities that Dr. Montessori

developed for each developmental level.

From the smooth, simple elegance of the

Geometric Solids to the ever-increasing com-

plexities of drawing using the Metal Insets,

Montessori uses all of the children’s senses

to promote an awareness and appreciation of

the beauty in all things — animate and inan-

imate.

In the early years, children are free to spend

quiet moments in a special art corner of their

classroom: painting, drawing, or working

with age-appropriate crafts. Some Montessori

schools will employ the talents of an art spe-

cialist, and many schools expand on their art

programs through special after-school work-

shops.

Older students will incorporate art into their

lessons when studying history, science, math,

and international cultures. Art and music ap-

preciation are re-introduced in greater depth

throughout the years, and students of all ages

enjoy performing in dramatic and musical

productions for their families and at special

school-wide celebrations.

The Art Curriculum

. 2

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212

941-729-9565 • www.montessori.org

How to Read the Code of Dots and Letters Used in the Scope and Sequence:

Montessori does not organize curriculum by the grade level at which topics are to be taught.

We assume that children learn at different paces and learn best in different ways. In most cases,

students in Montessori programs will work on any given skill or concept over several years. We

introduce students to new lessons as soon as they seem to be ready. Likewise, we have a plan

of what Montessori students ought to learn and the age/grade levels at which which we expect

mastery from most students.

Instead of arranging our curriculum by grade level, we organize it by the subsets of concepts

and skills (Strands) and the sequence in which they will be taught. In our Curriculum Scope

and Sequence, to the right of the list of curriculum elements, we use a series of vertical

columns to represent a given span of ages or grades. We use large dots to indicate the age or

grade levels at which we anticipate a given lesson will be presented. Since we do not follow a

grade-by-grade curriculum, the age or grade when a child will actually be ready to begin work

depends on his or her developmental readiness. Our Dot Code is simply a guideline for

Montessori educators.

When viewed in color on a computer, the dots follow a pattern of green, blue, and red, which

is repeated at each Montessori three-year program cycle. The color coding makes it somewhat

easier to see at which age/grade levels we anticipate children will work on concepts or skills.

Normally, students return to work many times over two years or longer before they truly un-

derstand what they have studied and retain it over time.

As you can see by the example above, we expect that the two Math skills shown (items number

25 and 26) will normally be introduced at age four, and we anticipate that children will con-

tinue to work on them over the following year. The “R” shown in the 1st-grade column indi-

cates that we suggest that the teachers ought to review and re-test to see if the child still

understands the concept or skill. In some case the symbol “I” is used to indicate that a child

should be given a first introduction to a concept or skill at a given age/grade level. Students

often work on some concepts and skills over the course of several years.

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Visual Arts

Explores types of lines using

different media.

Elements of

Visual Art

Line

•

Visual Arts

Uses words to describe different

types of lines:

thick, thin, diagonal,

horizontal, vertical, straight, curly,

wavy, scalloped zigzag, long

and

short

Elements of

Visual Art

Line

•

Visual Arts

Explores lines using different

pencils ranging through HB, H,

and B types.

Elements of

Visual Art

Line

•

Visual Arts

Explores types of lines using

different media: strips of paper;

thin and thick felt markers;

crayons; and paint with different

brushes.

Elements of

Visual Art

Line

•

Visual Arts

Alternates thin and thick stripes

with different media.

Elements of

Visual Art

Line

•

Visual Arts

Creates line designs (complexity

increases with age and ability).

Elements of

Visual Art

Line

•

Visual Arts

Explores types of shapes using

different media.

Elements of

Visual Art

Shape

•

Visual Arts

Uses words to describe different

types of shapes:

blob, outline,

geometrical names where

appropriate.

Elements of

Visual Art

Shape

•

Visual Arts

Explores repeat patterns using

various stamps (e.g., vegetable

stamps).

Elements of

Visual Art

Patterning

•

Visual Arts

Explores making square patterns

with various media.

Elements of

Visual Art

Patterning

•

Visual Arts

Explores making half-drop

patterns with various media.

Elements of

Visual Art

Patterning

•

Visual Arts

Explores making alternative

motifs with a half-drop pattern

with various media.

Elements of

Visual Art

Patterning

•

Visual Arts

Explores making complex net

patterns with various media.

Elements of

Visual Art

Patterning

Page 1

Visual Arts

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Visual Arts

Explores symmetrical and mirror

images with various media.

Elements of

Visual Art

Patterning

•

Visual Arts

Explores patterns and designs

from various cultures and

attempts to replicate those styles.

Elements of

Visual Art

Patterning

•

Visual Arts

Explores primary colors using

various media.

Elements of

Visual Art

Color

•

Visual Arts

Explores mixing primary colors

to produce secondary colors

using various media.

Elements of

Visual Art

Color

•

Visual Arts

Names all primary and secondary

colors in context of art media.

Elements of

Visual Art

Color

•

Visual Arts

Uses more advanced language of

color in context of art media.

Elements of

Visual Art

Color

•

Visual Arts

Explores color value with various

media.

Elements of

Visual Art

Color

•

Visual Arts

Explores effects of contrasting

color.

Elements of

Visual Art

Color

•

Visual Arts

Makes plaid pattern with

overlapping colors.

Elements of

Visual Art

Color

•

Visual Arts

Explores tints and shades with

black and white.

Elements of

Visual Art

Color

•

Visual Arts

Explores tints and shades by

adding black or white to a hue.

Elements of

Visual Art

Color

•

Visual Arts

Explores tones by adding various

grays to pure hue.

Elements of

Visual Art

Color

•

Visual Arts

Produces own color wheel - six

part.

Elements of

Visual Art

Color

Page 2

Visual Arts

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Visual Arts

Produces own color wheel -

twelve part.

Elements of

Visual Art

Color

•

Visual Arts

Produces own color wheel -

thirty-six part.

Elements of

Visual Art

Color

•

Visual Arts

Uses correct terminology to name

pigments (e.g.,

cobalt blue, Prussian

blue

, etc.).

Elements of

Visual Art

Color

•

Visual Arts

Explores textures by making

rubbings using different media.

Elements of

Visual Art

Textures

•

Visual Arts

Uses artistic rubbing techniques.

Elements of

Visual Art

Textures

•

Visual Arts

Explores various media to create

texture in artwork.

Elements of

Visual Art

Textures

•

Visual Arts

Makes a collage with rubbings.

Elements of

Visual Art

Textures

•

Visual Arts

Explores composition in art with

various media.

Elements of

Visual Art

Space and

composition

•

Visual Arts

Fills space with various shapes

and line combinations.

Elements of

Visual Art

Space and

composition

•

Visual Arts

Explores negative and positive

images with various media.

Elements of

Visual Art

Light and shadow

•

Visual Arts

Uses shading to represent shadow

and dimension.

Elements of

Visual Art

Light and shadow

•

Visual Arts

Becomes aware of shadow and

effects of light direction.

Elements of

Visual Art

Light and shadow

•

Visual Arts

Explores shadow/light and shade

with various media.

Elements of

Visual Art

Light and shadow

Page 3

Visual Arts

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Visual Arts

Uses scissors to perform initial

cutting exercises: one snip.

Using Art

Materials and

Media

Cutting

•

Visual Arts

Uses scissors to perform initial

cutting exercises: on a diagonal.

Using Art

Materials and

Media

Cutting

•

Visual Arts

Uses scissors to perform initial

cutting exercises: two or more

snips.

Using Art

Materials and

Media

Cutting

•

Visual Arts

Uses scissors to perform initial

cutting exercises: zigzag lines.

Using Art

Materials and

Media

Cutting

•

Visual Arts

Uses scissors to perform initial

cutting exercises: cutting on a

curved line.

Using Art

Materials and

Media

Cutting

•

Visual Arts

Cuts out a square or rectangle.

Using Art

Materials and

Media

Cutting

•

Visual Arts

Cuts a free-form shape.

Using Art

Materials and

Media

Cutting

•

Visual Arts

Cuts a shape from the middle of a

page.

Using Art

Materials and

Media

Cutting

•

Visual Arts

Cuts spirals.

Using Art

Materials and

Media

Cutting

•

Visual Arts

Cuts corners.

Using Art

Materials and

Media

Cutting

•

Visual Arts

Cuts folded paper.

Using Art

Materials and

Media

Cutting

•

Visual Arts

Cuts chain links.

Using Art

Materials and

Media

Cutting

•

Visual Arts

Applies cutting on lines and free

hand to produce various items.

Using Art

Materials and

Media

Cutting

Page 4

Visual Arts

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Visual Arts

Glues mosaics.

Using Art

Materials and

Media

Gluing

•

Visual Arts

Glues super-imposed forms.

Using Art

Materials and

Media

Gluing

•

Visual Arts

Glues patterns with various media

and with increasing complexity.

Using Art

Materials and

Media

Gluing

•

Visual Arts

Creates a collage with different

media.

Using Art

Materials and

Media

Gluing

•

Visual Arts

Uses edge-gluing techniques to

create three-dimensional

structures.

Using Art

Materials and

Media

Gluing

•

Visual Arts

Makes paper chains.

Using Art

Materials and

Media

Gluing

•

Visual Arts

Uses stamping materials

effectively.

Using Art

Materials and

Media

Printing and

stamping

•

Visual Arts

Explores different media for

printing and stamping.

Using Art

Materials and

Media

Printing and

stamping

•

Visual Arts

Uses printing and stamping

techniques in projects.

Using Art

Materials and

Media

Printing and

stamping

•

Visual Arts

Explores texture, line, and form

with one color at a time.

Using Art

Materials and

Media

Painting

•

Visual Arts

Uses two colors together without

mixing (keeping brush clean).

Using Art

Materials and

Media

Painting

•

Visual Arts

Uses three primaries to mix other

colors.

Using Art

Materials and

Media

Painting

•

Visual Arts

Paints with tempera.

Using Art

Materials and

Media

Painting

Page 5

Visual Arts

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Visual Arts

Paints with water colors.

Using Art

Materials and

Media

Painting

•

Visual Arts

Paints with transparent water

colors.

Using Art

Materials and

Media

Painting

•

Visual Arts

Paints with acrylics.

Using Art

Materials and

Media

Painting

•

Visual Arts

Paints with gouache.

Using Art

Materials and

Media

Painting

•

Visual Arts

Paints with oils.

Using Art

Materials and

Media

Painting

•

Visual Arts

Explores crayon resist painting

techniques.

Using Art

Materials and

Media

Painting

•

Visual Arts

Explores textured painting

techniques.

Using Art

Materials and

Media

Painting

•

Visual Arts

Explores wet-on-wet painting.

Using Art

Materials and

Media

Painting

•

Visual Arts

Explores elementary origami

folds (valley and mountain folds).

Using Art

Materials and

Media

Paper Folding and

Cutting

•

Visual Arts

Explores various uses of paper to

create texture.

Using Art

Materials and

Media

Paper Folding and

Cutting

•

Visual Arts

Makes paper snowflakes.

Using Art

Materials and

Media

Paper Folding and

Cutting

•

Visual Arts

Uses double-sided paper to create

interesting textures.

Using Art

Materials and

Media

Paper Folding and

Cutting

•

Visual Arts

Follows simple origami patterns

to create objects.

Using Art

Materials and

Media

Paper Folding and

Cutting

Page 6

Visual Arts

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Visual Arts

Follows more complex origami

patterns to create objects.

Using Art

Materials and

Media

Paper Folding and

Cutting

•

Visual Arts

Makes chains with various media.

Using Art

Materials and

Media

Threading

•

Visual Arts

Explores repeating patterns with

various media.

Using Art

Materials and

Media

Threading

•

Visual Arts

Explores kneading, stretching,

squeezing, and rolling clay.

Using Art

Materials and

Media

Modeling

•

Visual Arts

Makes simple pinch pot with clay.

Using Art

Materials and

Media

Modeling

•

Visual Arts

Makes coil pot with clay.

Using Art

Materials and

Media

Modeling

•

Visual Arts

Makes simple slab constructions

with clay.

Using Art

Materials and

Media

Modeling

•

Visual Arts

Adds decoration to clay

constructions.

Using Art

Materials and

Media

Modeling

•

Visual Arts

Makes plaster of Paris molds.

Using Art

Materials and

Media

Modeling

•

Visual Arts

Uses vocabulary such as

wedging,

slip

, and names of tools.

Using Art

Materials and

Media

Modeling

•

Visual Arts

Works independently with clay to

complete own projects using

various techniques.

Using Art

Materials and

Media

Modeling

•

Visual Arts

Mixes salt dough.

Using Art

Materials and

Media

Modeling

•

Visual Arts

Makes salt-dough figures.

Using Art

Materials and

Media

Modeling

Page 7

Visual Arts

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

•

Visual Arts

Creates batik effect with wax

crayons and ink.

Using Art

Materials and

Media

Wax Crayon

Techniques

•

Visual Arts

Explores sgraffito/etching with

wax crayons.

Using Art

Materials and

Media

Wax Crayon

Techniques

•

Visual Arts

Explores melted-wax techniques.

Using Art

Materials and

Media

Wax Crayon

Techniques

•

Visual Arts

Explores media through

uncontrolled or poorly controlled

scribbles.

Developmental

Stages in Visual

Art

Stages

•

Visual Arts

Scribbles become controlled with

evidence of composition and

intentional use of shapes.

Developmental

Stages in Visual

Art

Stages

•

Visual Arts

Combines shapes with lines and

outlines to build individual line

formations.

Developmental

Stages in Visual

Art

Stages

•

Visual Arts

Uses lines to create designs.

Developmental

Stages in Visual

Art

Stages

•

Visual Arts

Uses symbols (such as mandalas,

suns, and radials), as child moves

between non-representative

exploration and representative

art.

Developmental

Stages in Visual

Art

Stages

100

•

Visual Arts

Begins to name elements in art

work (sun, mommy, me, etc.).

Developmental

Stages in Visual

Art

Stages

101

•

Visual Arts

Begins to draw recognizable

human figures, plants, and

objects.

Developmental

Stages in Visual

Art

Stages

102

•

Visual Arts

Combines symbols to make

pictures.

Developmental

Stages in Visual

Art

Stages

103

•

Visual Arts

Creates early representative

artworks; sky and ground appear.

Developmental

Stages in Visual

Art

Stages

104

•

Visual Arts

Creates a picture that tells a story.

Developmental

Stages in Visual

Art

Stages

Page 8

Visual Arts

Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12

Age 4

1st

2nd

3rd

4th

5th

6th

ID #

Age 3

Commonly, by the end of the span of age or grade levels indicated below, students

will be able to demonstrate the following skills, knowledge, and/or understanding:

Curriculum Element

Area

Lesson/Material

Strand

105

•

Visual Arts

Draws from an object – still-life.

Developmental

Stages in Visual

Art

Stages

106

•

Visual Arts

Draws a person – portrait.

Developmental

Stages in Visual

Art

Stages

107

•

Visual Arts

Draws a landscape using

perspective and shading.

Developmental

Stages in Visual

Art

Stages

108

•

Visual Arts

Combines media and techniques

to produce original work.

Developmental

Stages in Visual

Art

Stages

109

•

Visual Arts

Uses digital camera to take

photos in classroom.

Photography

110

•

Visual Arts

Begins to explore composition in

own photos.

Photography

111

•

Visual Arts

Uses simple software to

manipulate images.

Photography

112

•

Visual Arts

Uses digital photography and

software to manipulate images for

own projects.

Photography

113

•

Visual Arts

Works with pairing and sorting

cards of abstract art.

Art History

Abstract

114

•

Visual Arts

Studies and discusses

representative works from

abstract period.

Art History

Abstract

115

•

Visual Arts

Creates work in style of abstract

period using similar techniques.

Art History

Abstract

Page 9

Visual Arts