The document outlines the Cosmic Curriculum science component of the Montessori education model. It describes how science is taught as an integrated study of living and non-living things, allowing children to explore and discover God's creation. Key aspects of the curriculum include studying the different "Days of Creation" through hands-on activities and materials, tracing the history of the Earth, and emphasizing interdependence among all forms of life. Basic guidelines are provided for teaching the Cosmic Curriculum in a developmentally appropriate way.

2. The Cosmic Curriculum Science Component

3. A new look into Science Science is an integrated / interdisciplinary study of living and non-living things.

4. As a component of the Cosmic Curriculum, Science provides rich and varied of possibilities for the child to explore, discover and learn the wonders of God’s Creation. He is then led to express himself freely, spontaneously and creatively in activities that call for investigation, creation and invention in order to explain the many why’s and how’s of life.

5. Days of Creation Branches of Science Activities / Materials Salient Learnings Light Firmament Land and Plants Sun, Moon and Stars

6. Days of Creation Branches of Science Activities / Materials Salient Learnings Birds and Fishes Animals and Peoples God Rested

7. Why Cosmic Education is at the heart of the Montessori Curriculum The Story of Creation is the underlying theme of Montessori Education and it uses the Curriculum of Love because it is value-based. The Child continues his journey in the unfolding of life through Cosmic Education where he finds himself interacting interdependently with all of God’s Creation. The Prepared Environment with its Didactic Sensorial materials helps facilitate this learning-growing process both individually and cooperatively.

8. Interdependence among all forms of life is visible in the symbiotic interaction among humans, animals and plants. Man’s role in the promotion and preservation of this culture of collaboration is to take good care of the environment to maintain ecological balance. The CHILD is ushered into this milieu via learning episodes as he experiences, explores, discovers, learns and grows within the context of a prepared environment The TEACHER facilitates, observes and guides the children while they work with sensorial materials.

9. Basic Guidelines in Teaching Cosmic Education Present the Story of Creation in according to the Learning Continuum matrix Trace the history of the Earth using the Pangaea Sequence presentation Identify components and use interdisciplinary approach Introduce new dimensions in Geography: volcano unit, environmental concerns, flood, earthquake, related equipment / tools / instruments Use Local Color when presenting advanced cultural studies; feasts, celebrations, traditional

10. practices, customs, etc… 6. Do more experiments in Science: according to the Days of Creation 7. Solicit suggestions on articulation of Values in the classroom and how the carry-over may be done 8. Include seasonal activities: a. parades, processions, prayer services b. formal dining, table manners, after care c. decorating the room, altar, table, classroom d. cleaning windows, corridors, yard, things e. dances, rhymes, action songs, playlets

11. 9. Review scope and sequence of Grade School Science, Social Studies, and Values Education to find venue for integration in terms of content enrichment. 10. Reinforce observance of Ground Rules especially in regard to mutual respect among children. 11. Reiterate the need to convince all members of the Montessori family of the spirit of “ownership” leading to genuine care for the school and for each other. 11. Network with other classes, families, communities and schools to improve social skills. 12. Do periodic evaluation of program, activities and performance of faculty, staff, parents, and children.

12. Remember… 1. The child is not an adult; provide him with tasks that are appropriate to his maturity, ability, needs, health, interests, and limitations. 2. Normalization is a long process of adjustment involving time, effort, patience, determination, faith, creativity and resourcefulness. 3. The use of reinforcers and positive stroking works better than material reward; punishment is a NO, NO! 4. With the implementation of disciplinary measures come sanctions that are a result of common decision.

13. 5. When confronted with a major disciplinary issue, don’t hesitate to call for help: superior / colleague. 6. When parents become unreasonably demanding, calmly listen, don’t interrupt then ask what he can do to help improve the situation. 7. When faced with pressures, have presence of mind 8. When needed materials are nowhere to be found, do plan B or C, etc. keeping basic concept in mind. 9. When children are distracted, create a greater and more productive distraction: action songs, marching, surprises…etc… be innovative 10. When tempted to quit, recall God’s Cosmic Plan…

14. Always: Prioritize the child: he is God’s reflection. Affirm every little effort he makes. Watch what you say and do: he has an absorbent mind and is prone to imitate you or repeat what he saw or heard. Uphold the rights / dignity of your colleagues, never correct them in the presence of children. Keep a low speaking voice to maintain calmness in the atmosphere; never shout at anybody! Watch that personal comments are “for adults only” stuff.

15. In the End… We shall be held responsible for the example we gave the children. We shall answer for what we deliberately missed to teach the child. We are accountable for not having done what we were supposed to have done. We will face judgment for

16. Celebrate! Each child’s uniqueness The gift of children and the opportunity to be part of their formation.