In 1859 Charles Darwin sketched a Tree of Life in his book, The Origin of Species. He was explaining how a genus of related species might have originated from a common ancestor.
When we set out to work with Ray Troll in illustrating our version of The Tree of Life, we naturally wanted to be meticulously accurate in depicting the scientific theory and evidence at the time while also making it entertaining. Our collaborative effort delivered. Now, hundreds of teachers are enjoying our Tree of Life in their classrooms.
We Are All Connected
We could not have imagined a better environment for teaching our lesson plan Constructing the Tree of Life than Mendy’s Montessori upper elementary classroom in Florida, where interconnectedness is integrated into all subjects.
“As a Montessori educator, we teach all subject areas, and follow the cosmic curriculum,” said Mendy. Mendy teaches at The Montessori Academy of Celebration. “I have been teaching for 27 years!”
Cosmic Curriculum is Maria Montessori’s comprehensive curriculum framework for children in the second plane of development (ages 6–12). It introduces the universe as an interconnected, ordered system, teaching that every element of nature and human history has a unique role or ‘cosmic task.’
Charles Darwin’s Far-Reaching Influence on Education
Was Maria Montessori influenced by Charles Darwin? Yes, she was. As a physician, Maria Montessori developed a holistic view of human growth and adaptation. She saw children’s development and natural tendencies as ways for them to adapt and thrive in their environment.
Shape of Life Comes to Celebrate in Celebration, Florida
“After teaching about the six kingdoms, I was looking for diverse ways to approach what comes next, which was the Tree of Life. And, voila! I found Shape of Life. I decided to integrate art into the lesson and that is when we found your beautiful illustration of the tree of life and everything just kind of fell into place,” shared Mendy.
Collaborative Learning
When asked what most excites her students, Mendy replied, “My students are most engaged in work where they are collaborating with others on something meaningful that encourages creativity and invites choices.”
“Collaboration done well opens the doors for new possibilities and amplified impact. This is what is meant by the concept of ‘emergence’ —the idea that parts of a system working together in a unified way take on properties that the parts do not have on their own. Maybe there are some things that can only be accomplished if we work together,” wrote Beth Murphy, PhD, Connected Science Learning and an independent STEM education consultant.
The Cosmic Connection to Our Planet
In Mendy’s classroom, it’s impossible to teach through the ‘cosmic task’ view without recognizing our responsibility in protecting the natural environment.
“We have discussions about the positive impact students make on the environment as individuals and collectively. In fact, we started our year with a visit from a local retired man, Dave Finnegan, who helped start a program called the Green Actioneers. His mission is to educate students on the environment and how they can make simple changes. After his visit, we had wonderful discussions about climate change and environmentalism. We made the connection between taking care of the world collaboratively to make the largest positive impact,” shared Mendy.
Challenges & Rewards
“My greatest challenge is finding fresh, creative ways to reach every student and spark their interest in each concept we study. But that is also the joy of Montessori and teaching: the freedom to make choices and try new ideas that inspire students,” said Mendy.
No doubt, Charles Darwin would have appreciated Mendy and the cosmic connection she has had with her students for more than 27 years.
