Our classroom has been buzzing with biology work lately. We bring the study of nature to the children with genuine enthusiasm, offering presentations and experiences that feed their growing curiosity. Elementary children have a powerful need to explore living things, to observe their characteristics, and to begin asking how and why life functions as it does.

Each grade level has taken on its own exciting focus in our exploration of biology. The first graders have been eager to learn about the external parts of the frog, using illustrations and models to observe how each feature supports the animal’s way of life. The second graders have moved into wider classifications, exploring the kingdoms of life and defining the distinct characteristics of different animals. They have been working to differentiate vertebrates from invertebrates and identify the traits that link various animals together. Their studies have also included a closer look at body functions in animals, while the third graders have expanded this work by examining the body functions of plants, comparing how different organisms meet their needs for survival.

At the elementary level in Montessori, biology unfolds through Cosmic Education, inviting children to look closely at the details of life and then lift their gaze to the larger patterns that shape the natural world. Classification becomes a meaningful tool in this process. It helps children discover the balance that exists on Earth between living and nonliving things, and between human beings and other cosmic agents. Our goal is to spark wonder and gratitude through the cleverness of nature, helping classification create a sense of familiarity with the unfamiliar. This way of organizing the living world becomes an important part of the development of a global citizen who feels connected to life in all its forms, both familiar and new. As we classify and explore all living things, we hope to inspire admiration for the diversity that exists, encourage more questions and research, and support the child’s growing identity as both an explorer and a steward of the Earth.

Our Lower Elementary classroom has been buzzing with curiosity and meaningful work as the children dive deeper into two big areas of study: Fundamental Human Needs for our second and third year students, and Timelines for our first year learners. Each of these lessons plays an important role in helping children understand themselves, others, and the world around them.

Our older students have been continuing their exploration of the Fundamental Human Needs—a key component of the Lower Elementary Montessori curriculum. Through stories, activities, and discussion, they’re learning that all humans across time and cultures share the same basic needs: things like food, shelter, clothing, defense, and transportation, as well as spiritual and cultural needs such as art, music, and community. In the Montessori classroom, this work helps children begin to understand why humans make certain choices and how different civilizations have met the same needs in different ways. It invites empathy, global awareness, and a growing appreciation for people throughout history. Our second and third year students are enjoying comparing different cultures and time periods, and beginning to see the interconnectedness of human life.

Meanwhile, our first-year students are continuing their lessons on time—an exciting introduction to understanding history from a personal perspective. After learning about the history behind the days of the week and months of the year, and making a month-by-month timeline of their lives, they are now beginning their year-by-year family timelines. In our Montessori classroom, timeline work is concrete and visually rich. All of this groundwork lays the foundation for understanding larger historical timelines later in both Lower and Upper Elementary. By starting with their own story, children discover how time passes, how they have grown, and how they fit into the greater human story.