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Sequence 10Hershey Pond Site 4 The NAMTA Journal • Vol. 17, No. 3 • Summer 1992 |
Sequence 11INTRODUCTION DEVELOPMENT OF A MONTESSORI OUTDOOR ENVIRONMENT by Michael Bagiackas Toleration by earth's ecosystems to… |
Sequence 12Lake now supports a thriving fishing and recreation industry. Locally neighborhoods are adopting measures for recycling and… |
Sequence 13Action suggested by this journal will take time and careful application of Montessori theory and practice. Outlined here is… |
Sequence 14space from the indoor environment, and if the building design provides visual access from inside via windows. Decisions about… |
Sequence 15work outdoors normalizes and stabilizes behavior just as it does inside, making it possible for children to take the next step… |
Sequence 16Arts and Enactment: Any nature-related art, music, dance, or drama activity, or any enactment of a land-based historical… |
Sequence 17Direct application of ideas conceived through observations and interpre- tation of the work of children is curriculum… |
Sequence 18community provides the social support for each child to develop according to individual inclinations. The prepared outdoor… |
Sequence 19Hershey staff applied con- scientious effort to attain its degree of unity. Most signi fi- cant was an approximately six-… |
Sequence 20As the school settled into the new facilities and the indoor environments took on the feel of being re-established, staff… |
Sequence 21Fine arts generalist, Kathleen Poole, Montessori trained in elementary, worked with her troop of girl scouts to begin clearing… |
Sequence 22A grant has provided some funds and time to undertake this project. The immediate realization was that the scope of the work… |
Sequence 23Steps of the process have closely united the staff of Hershey Montessori School in this outdoor work. Adults who work with… |
Sequence 24t j t ·if-it ~1 2 I .l I? -- s~ -i 1 .:;:,.of! t>~.9~ .:,e~ ift'~ .ij!fil All ,:e..;·ij! ij… |
Sequence 25HERSHEY MONTESSORI SCHOOL'S OUTDOOR ENVIRONMENT by Pat Doyle Proctor Hershey Montessori School is located in a semi-… |
Sequence 26Behind the building approximately two acres of mowed grass features a large wooden play structure with swings, slide, ramps,… |
Sequence 27The trails, only about four feet wide, are intimate, with many slight curves and bends that add to the mystery of the woods.… |
Sequence 28grassy area. It is here that many discoveries take place: a water snake, Canada geese, and frogs live or visit here; hundreds… |
Sequence 29will know the pleasure of watching, petting, or providing for the needs of animals. They will learn how animals live and how… |
Sequence 3024 The NAMTA Journal • Vol. 17, No. 3 • Sumn,er /992 |
Sequence 31,_ __ ....._ _______________ ,__ ____ FACULTY NOTEBOOK • Observation • Plannine: and Develooment • Maintenance and… |
Sequence 33OBSERVATION The child is initia1ed illlo observalion of /he phenom- ena of life. He swnds wilh respect 10 1he p/a111s and… |
Sequence 3428 The NAMTA Journal • Vol. 17, No. 3 • Summer 1992 |
Sequence 35Nature Alphabet (Lower Elementary) by Jeanne Catalano Creative use of the land lab provides a natural extension of the class… |
Sequence 36Andy spotted a chickadee and quickly turned to the "c" page in his bookJet. He was puzzled about how to… |
Sequence 37Psychological Implications Most people who return to school in the fall experience a sadness over the loss of freedom enjoyed… |
Sequence 38children about the provision of oxygen in ponds and oceans. We looked at demonstrations in bowls of freshwater algae, water… |
Sequence 39out-of-doors. Easy access to a collection of materials such as hand lenses or magnifying glasses. glass containers of all… |
Sequence 40Snow Tracks (Primary) by Pat Doyle Proctor Two forays into neivly-fallen snow lo look for animal tracks, one with four- and… |
Sequence 41kinds of tracks. We went back on a different trail, and when we came back to the lead-in trail I exclaimed with puzzlement,… |
Sequence 42Curriculum Extensions Very apparent between the two groups was the difference in movement. The younger group was at a… |
Sequence 43their directions. They had built up their skills, knowledge, confidence and independence. The woods had become a comfortable… |
Sequence 44The children were fascinated by the small frogs in the pond. I taught them to walk carefully and quietly around the entire… |
Sequence 45Psychological Implications It is typical for us to refer lo our outdoor environment as "our" land lab, yet… |
Sequence 46not tell. We did not find out what had happened for several days, and the event required the establishment of clearer… |
Sequence 47In many ways this experience dramatized a problem we had been theorizing about for some time: To what extent do we allow… |
Sequence 48Tree Walk (Lower Elementary) by Jeanne Catalano A free ide111ifica1ion walk wilh a naturalist al 1he Arboretum builds skills… |
Sequence 49Curriculum Extensions This was great excitement and fun-the joy of discovery rather than instruction about the kinds of… |
Sequence 50nat petioles. These kinds of sensorial experiences encourage children to use many of their senses for scientific exploration,… |
Sequence 51that they had been too loud. I told them that they had done a very good job and I thought they were very quiet. I explained… |
Sequence 52done something wrong usually tends to deny his involvement in negative situations. Therefore I was very pleased to be able to… |
Sequence 53another two-week period they were allowed to open the cage and feed her by filling her bowl; they could also bring special… |
Sequence 55PLANNING AND DEVELOPMENT The child is initiated info .foresight; when he knows that the life of the planrs that have been… |
Sequence 5650 The NAMTA Journal • Vol. 17, No. 3 • Summer 1992 |
Sequence 57Introducing Water Plants (Upper Elementary) by Michael Bagiackas When over three hundred native wildlife plants to be… |
Sequence 58Four boys volunteered to help. They had met the basic criterion of having a spare set of clothes to change into upon their… |
Sequence 59see that I have a responsibility to the students to help them to be prepared for various weather forms particularly with a… |
Sequence 60the face of adverse conditions. Certainly they wanted to leave, and when one of them announced his intention to do so, the… |
Sequence 61day by deciding which projects need to be accomplished, overseeing the gathering of tools, and purchasing of materials,… |
Sequence 62And moments later: "Laurie?" ''l'm here!" "OK." I still hear the… |
Sequence 63And Lhe school community becomes a small example of the larger world community in action, helping and sharing, planning and… |
Sequence 64It was a delight to help the children measure and establish their angles with stakes, string, and measuring sticks. They… |
Sequence 65twelve, there is the joy in applying mathematics to a tangible, meaningful project, of seeing how and why a mathematical… |
Sequence 66my class and I were gathered around a tangle of grapevines and we envi- sioned this primitive shelter. In a flurry of activity… |
Sequence 67Clearly, the construction of a primitive hut evokes a myriad of curricu- lum opportunities in the study of shelter, the study… |
Sequence 68Creative Pollution Control (Lower Elementary) by Jeanne Catalano Charles. who is an avid conserv(lfionist. develops a… |
Sequence 69Curriculum Extensions The importance of impres- sionistic storie and charts for botany study is illu trated here. Charles… |
Sequence 70Plant Sale (Upper Elementary) by Laurie Ewert-Kroeker A venture into the business of growing and selling annuals and veg•… |
Sequence 71Unfortunately, we received orders for less than half of what we grew, which was an interesting lesson in supply and demand,… |
Sequence 72program. But "going-out" into the community and working on projects that have tangible outcomes recognized… |
Sequence 73Curriculum Extensions Clearly students need to be challenged and encouraged in the first place and later per- milled to… |
Sequence 74Suddenly We Have a Nursery (Upper Elemetltary) by Michael Bagiackas An unexpected gift of 50 three-year-old plants just… |
Sequence 75Fortunately we had learned from our experience and had decided that instead of trying to introduce our next batch of young… |
Sequence 76Jan, true to her word, was at school early. She was delighted to see how quickly we had mobilized in response to her call. The… |
Sequence 77in the case of putting in the nursery, we find that the presentation itself has stretched on for six hours. The children have… |
Sequence 78I witnessed through the course of the day working attitudes of a number of children. Two boys stayed with me for almost the… |
Sequence 79MAINTENANCE AND PRACTICAL LIFE The child adapts chee,fully to the simplest doings, such as to have an immediate end in view,… |
Sequence 8074 The NAMTA Journal • Vol. 17, No. 3 • Summer 1992 |
Sequence 81Joys of Gardening (Upper Elementary) by Laurie Ewert-Kroeker Even at age thirteen, the co11.temment of working in the soil… |
Sequence 82strong, and working wilh the hands and body is still joyful. Although these children are capable of high levels of abstraction… |
Sequence 83C., nine years old, worked conscientiously to finish his assignments and projects-but not without struggling, often requiring… |
Sequence 84Psychological Implications The use of a machine like a rototiller is, first and foremost, a physical, hands-on experience-… |
Sequence 85The children were instructed to put food items such as carrot, banana, orange, or cucumber peels, nut shells, and so on from… |
Sequence 86site while exploring the lunches the children bring. On the one hand it is a nice experience to learn how to coexist with the… |
Sequence 87Pat, the other children's house guide, and I both had student teachers at the same time. We were having some beautiful… |
Sequence 88the ability to nurture and see the long-range benefits of returning babies to their original home as well as carrying out a… |
Sequence 89A Pondsite Adventure (Primary) by Pat Doyle Proctor A walk to observe the newly cleared and excavated pondsite becomes an… |
Sequence 90principal." And I kept saying, "No, we'll get out." Emrys got a stick to dig the mud off my… |
Sequence 91almost a shallow wetland, dug to specification with varying depths to promote inhabitation by wildlife. However, nature… |
Sequence 92As suggestions were made, creative instincts, imagination, and abstrac- tion were evident. The solution of the stick platform… |
Sequence 93ARTS AND ENACTMENT Human co11scio11s11ess comes i1110 the world as a flam- ing ball of imagination. Everything invented by… |
Sequence 94Celebrating the Spring Equinox 88 The NAMTA Journal • Vol. 17, No. 3 • Summer 1992 |
Sequence 95Tuning in to Our Animal Nature (Upper Elementary) by Michael Bagiackas The land lab provides a location for physical… |
Sequence 96"We should not pretend to understand the world only by the intel- lect; we apprehend it just as much by… |
Sequence 97Stalking in the Meadow (Upper Elementary) by Michael Bagiackas An extemporaneous predator-prey game in the ,neadow… |
Sequence 98Webbing "Here is a game that makes very clear the essential interrelationships among all the members of nature… |
Sequence 99Curriculum Extensions The historical basis for understanding the hunter psyche and how that played in the development of… |
Sequence 100The Fall Equinox (Upper Elementary) by Laurie Ewert-Kroeker A school-wide celebration of the fall equinox combined native… |
Sequence 101We have since developed community celebrations for the winter solstice and the spring equinox. These celebrations have… |
Sequence 102Celebrating such changes as a community can help our children become aware of such cycles as natural and beautiful. The… |
Sequence 103he had also been identified as learning disabled. He resented being taken out of the classroom for tutoring sessions several… |
Sequence 104can provide the motivation to improve in reading, writing, and spelling. Focusing on a child's strengths, rather than… |
Sequence 105APPENDIX I THE CHILDREN'S GARDEN The following article provides 011 urban counterpoint lo a rural outdoor education… |
Sequence 107THE CHILDREN'S GARDEN by Carrie Driver-Johnson, Mark Johnson, and Lori Butler The idea for the MacDowell Montessori… |
Sequence 108Master Garden Acclimation Garden The Children's Garden The current dimensions of rhe proposed MacDowell School garden… |
Sequence 109The Montessori environment is a perfect one in which to facilitate a cosmic gardening experience. Children need a safe place… |
Sequence 110sensory exploration-smell, feel, taste. However, the key is to keep the children's garden a place of wonder and beauty… |
Sequence 111analyses and take samples to be sent to laboratories for more extensive analysis such as for heavy metals common in city soil… |
Sequence 112The adolescents may choose to design the garden for community ser- vice: to beautify the city; to provide flowers to nursing… |