Montessori Northwest Primary Course 37 presentation outlines for Sensorial page 40 of 40
Thermic Bottles
Material A wooden box with eight compartments (or other container)
Four pairs of metal containers, each pair containing water at various temperatures
Hot: c. 47 degrees Celsius
Warm: c. 37 degrees Celsius (approximately body temperature)
Cool: c. 27 degrees Celsius
Cold: c. 17 degrees Celsius
Direct Purpose Refinement of the thermic perception (temperature)
(Awareness that the same substance can have different temperatures)
Age 3 – 3.5
Techniques Pairing and Grading
Language Pairing level: hot, warm, cool, cold
Grading level: Comparatives and Superlatives
Control of Error
Note
Prepare the bottles just prior to the presentation. Know which bottles offer the greatest contrast in temperature.
How to Feel the Temperature of a Bottle
Wrap the palm and fingers of the hand around the middle of the bottle, and grasp it. Place the bottle on the table and repeat with the other hand
Presentation: Pairing
Presentation: Grading
Thermic Tablets
Material A wooden box with compartments or other container
Pairs of tablets which differ in their heat conducting properties, such as wood, iron,
felt, marble, cork, glass, etc.
A blindfold
Direct Purpose Further refinement of the thermic perception (temperature)
(Awareness that different substances at the same temperature have different apparent temperatures – due to the conductivity of the substances)
Age 3.5 – 4
After success pairing the Thermic Bottles
Techniques Pairing
Language No new language
Control of Error
How to feel a tablet
Place the inside wrist of the hand on it. This can be repeated with the wrist of the other hand. Stabilize temperature of wrist by rubbing on lap.
Presentation: Pairing
Rough and Smooth Boards
Material Board 1: A rectangular board divided into 2 equal squares; one square is covered with sandpaper and the other is highly polished wood
Board 2: A rectangular board divided into equal sections, covered alternately with sandpaper and smooth wood.
Board 3: A rectangular board divided into equal sections, covered alternately with a gradation of sandpaper and smooth wood
A blindfold
Direct Purpose Refinement of the perception of texture (tactile perception)
Muscular control for lightness of touch
Indirect Purpose Preparation for writing: lightness of touch when using a writing instrument
Age 3 – 3.5
Parallel to Thermic Bottles
Language Rough, smooth
“… teach the child to keep his eyes closed whilst he is touching, encouraging him by saying that he will feel better, and that he will recognize without seeing them,
changes in the surface …”
Discovery of the Child “The Exercises” p. 147
Control of Error
How to Feel the Rough and Smooth Boards: Using the fingers of the dominant hand, lightly stroke each surface, top to bottom, with the sensitive pads of the finger tips. Lift the hand lightly after each stroke.
Note: Before each presentation, present “Sensitizing” the sensitive pads of the fingers of both hands.
Presentation: Board 1
Presentation: Board 2
Presentation: Boards 3 and 4
Touch Tablets
Material A wooden box or other container
Pairs of wooden tablets covered with gradations of roughness (or smoothness)
A blindfold
Direct Purpose Refinement of the tactile perception (texture)
Indirect Purpose Preparation for writing: Lightness of touch when using a writing instrument
Age 3 – 3.5
After work with the Rough and Smooth Boards
Language Grading level: comparatives and superlatives of rough
Techniques Pairing and Grading
Control of Error
How to Feel the Touch Tablets: Using the fingers of the dominant hand, lightly stroke each surface, top to bottom, with the sensitive pads of the finger tips. Lift the hand lightly after each stroke.
Presentation: Pairing
Presentation: Grading
Fabric Boxes
Material Box 1: Pairs of fabrics, each pair made of a natural substance, offering a contrast in
texture, such as cotton, wool, linen, silk, burlap, etc.
Each pair is visually different from the other pairs
Box 2: Pairs of fabrics showing different weaves, such as flannel, brocade, jersey
knit, lace, corduroy, etc.
A blindfold
Direct Purpose Refinement of the tactile perception (texture)
Age 3.5
Techniques Pairing
Language The names of the various fabrics and weaves
Control of Error
Note: Hands should be washed before each presentation; sensitizing is optional
Presentation: Pairing
Following Exercise: Box 2
The Baric Tablets
Material 3 small wooden boxes or a box with three compartments
3 sets of six to ten wooden tablets, polished or varnished. Each set is of a different wood, color and weight, such as
Mahogany: dark in color; heavy in weight (c. 40 grams)
Balsa: Light in color; light in weight (c. 20 grams)
Birch: Medium in color; medium in weight (c. 30 grams)
A blindfold
Direct Purpose Refinement of the baric perception (weight)
Age 3.5 – 4
Techniques Sorting
Language Sorting 2 sets: heavy, light; heavier, lighter
Sorting 3 sets: heaviest, lightest
Control of Error
How to Feel the Tablets
Eyes are either closed or blindfolded. The arms should be free, not touching the body, the back straight and open hands held palm up with relaxed fingers. Place a tablet lightly on the fingers of each upturned hand. Gently and slowly move the hands down and up to gauge the weight.
“Gently and slowly move the hand down and up, with an impression as if you were listening, waiting for them to tell you something. And what they will tell you is which is lighter and which is heavier” Trainers Album
Presentation: Sorting
Layout and introduce contrasts
Sort
Check
Transfer
Following Exercises
Cylinder Blocks
Material Four wooden blocks each containing 10 cylinders with knobs. Each cylinder fits into a corresponding hole.
Block 1 The cylinders change in 2 dimensions:
Diameter (width and length) increases from 1cm to 5.5cm
Height is constant at 5.5cm
Block 2 The cylinders change in 3 dimensions:
Diameter (width and length) increases from 1cm to 5.5cm
Height increases from 1cm to 5.5cm
Block 3 The cylinders change in 3 dimensions:
Diameter (width and length) increases from 1cm to 5.5cm
Height decreases from 5.5cm to 1cm
Block 4 The cylinders change in 1 dimension:
Diameter (width and length) remains constant at 2cm
Height increases from 1cm to 5.5cm
Direct Purpose Visual discrimination of dimensions
Indirect Purpose Preparation for writing: how to hold a pencil (pencil grip)
Refinement of the voluntary movement
Age 3 – 3.5
Techniques Pairing
Language: Block 1: thick, thin
Block 2: large, small
Block 3: (no language)
Block 4: tall, short
Control of Error
How to Carry a Cylinder Block
Hold the block with two hands, grasping it firmly at each end
How to Grasp a Cylinder
Grasp the knob of a cylinder with the thumb and the first two fingers (pencil grip)
Presentation: Block 1
Following Exercises: 2 Blocks
3 Blocks
4 Blocks
The Pink Tower
Material Ten pink wooden cubes, differing in all 3 dimensions. Size increases progressively
in the algebraic series of the third power – 1 cubic centimeter through 10 cubic centimeters. Starting with the first cube (1 cubic centimeter), the second cube is equal to eight of the first, etc.
Direct Purposes Visual discrimination of dimension (3 dimensional change: size)
Indirect Purpose Refinement of the voluntary movement
Muscular education of grip
Age 3 – 3.5
After exploration with each of the Cylinder Blocks
“The Sensorial material requires concentration, interest and observation on the part of the child. This is the reason why it should be presented when the child has acquired / developed at least a certain amount of concentration and the ability to work independently, which will have been gained through the Practical Life exercises. For this reason, the age for presenting the material cannot be strictly defined. It is advisable to ensure that the child has worked sufficiently with Practical Life activities before presenting the Sensorial Material.”
Trainers Album
Techniques Grading (Corresponds to Cylinder Block 2)
Language (large, small); larger, smaller; largest, smallest
Control of Error
How to Hold the Cubes
Hold the cubes with one hand, one cube at a time. Grasp each one across the top, molding thumb and fingers around all four sides of the cube. Larger cubes can also be supported from below by the other hand if the child finds it difficult to hold them with one hand only.
Presentation: Grading
Layout
Build / Grade
Admire
Dismantle
Transfer
Following Exercise: Unit of Measure
The Brown Stair
(The Broad Stair)
Material Ten brown wooden prisms 20 cm. in length, differing in width and height in the
algebraic series of the second power: 1 centimeter squared through 10 centimeters squared
Direct Purpose Visual discrimination of dimension (2 dimensional change: thickness)
Indirect Purpose Refinement of the voluntary movement
Muscular education of grip
Age 3 – 3.5
After success with the Pink Tower
Techniques Grading (corresponds to Cylinder Block 1)
Language (thick, thin); thicker, thinner; thickest, thinnest
“… these proportions appeal to the child only through the senses, but the mind is working on exact foundations fitted to prepare it for mathematical operations.”
Discovery of the Child: 161
Control of Error
How to Hold the Prisms
Hold the prisms with one hand, one prism at a time, across the top with the thumb on one side and the fingers on the other. Thicker prisms can also be supported from below by the other hand if the child finds it difficult to hold them with one hand only.
Presentation: Grading
Layout
Build / Grade
Admire
Dismantle
Transfer
Following Exercise: Unit of Measure
The Red Rods
(The Long Rods)
Material Ten red wooden rods – width and height of each rod is 2.4 cm x 2.4 cm; the rods
increase in length 10 cm. through 100 cm. (1 meter)
Direct Purpose Visual discrimination of dimension (1 dimensional change: length)
Indirect Purpose Preparation for mathematics
Age 3.5
After success with the Brown Stair
Techniques Grading (Corresponds to Cylinder Block 4)
Language (long, short); longer, shorter; longest, shortest
Control of Error
How to Carry the Rods
Carry one rod at a time, vertically, with two hands grasping the rod. OR, the rods can be carried horizontally with one hand at each end (“spanning”).
Presentation: Grading
Layout
Build / Grade
Admire
Dismantle
Transfer
Following Exercise: The Unit of Measure
For further reading about the red rods and other materials for visual discrimination of dimension see:
The Discovery of the Child, pp. 123-128 (Ballantine, 1962/1983)
Creative Development of the Child Vol. 1 pp.95-107 (Kalakshetra, 1994)
Dr. Montessori’s Own Handbook, p.65-77 (Schocken, 1914/1965)
The Montessori Method, pp. 191-195 (Schocken, 1912/1964)
The Color Tablets
Material Color Box 1 (Primary Colors)
A box with a lid containing 3 pairs of color tablets: red, blue, yellow.
Color Box 2
A box with a lid containing 11 pairs of tablets:
red, blue, yellow, green, orange, purple, black, white, gray, brown and either pink or maroon
Color Box 3
A box with a lid, divided into either 9 compartments containing 7 color tablets each or 8 compartments with 8 color tablets each. Each compartment contains a gradation of one color from dark to light. The colors are red, blue, yellow, green, purple, gray, brown, pink or maroon. When present, the 9th color is orange
Direct Purpose To give the keys to the world of color
To develop the chromatic sense
Age Box 1 and Box 2: 3 – 3.5
Box 3: 3.5 – 4.5
Techniques Box 1 and Box 2: Pairing
Box 3: Grading
Language Pairing Level (Box 2): The names of the colors
Grading Level (Box 3): light ____, dark _____ (color name)
Lighter _____, darker _____ (color name)
Lightest _____, darkest _____ (color name)
Control of Error
How to Handle the Color Tablets Hold by the wooden or plastic ends only. This reflects the historical origin of the material; the purpose is to keep fingerprints from the field of color.
Presentation: Pairing – Introducing the Contrasts with Box 1
Presentation: Pairing with Box 2
Presentation: Grading with Box 3
Following Exercise: Box 3- Mix, Sort, and Grade
For further reading about the color boxes:
Dr. Montessori’s Own Handbook, pp.83-89 (Schocken, 1914/1965)
The Discovery of the Child, pp.128-129 (Ballantine, 1962/1983)
Creative Development of the Child, Vol. 1, pp. 185-198 (Kalakshetra, 1994)
The Geometry Cabinet
Material A wooden cabinet with six drawers
Each drawer contains six square divisions. In most of the divisions there is a wooden inset with a knob. The inset and the bottom of the drawer are painted the same color. The square frames around the insets are a contrasting color, and are removable. In the demonstration tray and in some drawers where there are not six insets, the remaining square divisions are whole. All insets are in proportion to each other.
First Drawer: 6 circles decreasing in diameter from 10cm – 5cm
Second Drawer: 1 square 10cm x 10cm
5 rectangles 10cm in height, bases decreasing from 9cm– 5cm
Third Drawer: 6 triangles: Acute-angled isosceles
Right-angled isosceles
Obtuse-angled isosceles
Acute-angled scalene
Right-angled scalene
Obtuse-angled scalene
Fourth Drawer: 6 regular polygons: Pentagon
Hexagon
Heptagon
Octagon
Nonagon
Decagon
Fifth Drawer: An equilateral triangle
4 quadrilaterals Rhombus
Parallelogram
Right-angled trapezoid
Isosceles trapezoid
Sixth Drawer: 4 curved figures: Ellipse
Oval
Curvilinear Triangle
Quatrefoil
A Demonstration Tray with six square divisions holding a square, the largest circle, and the equilateral triangle
Three Sets of Cards for each geometric shape in the cabinet; Color matches the insets.
First set the shape is filled in completely
Second set, each shape has a 1cm. wide outline.
Third set, each shape has a 1mm. wide outline.
A container to hold the cards: Each set is arranged at random
Direct Purpose Visual discrimination of shape (also called form)
Enhancement of visual memory
Indirect Purpose Preparation for Mathematics: Geometry
Preparation for writing:
Holding a writing instrument (pencil grip)
Following a contour, when using a writing instrument
Firmness of touch, when using a writing instrument