They would study vocabulary and definitions of such words as isthmus, butte, tributary, archipelago, bight, lagoon and more. Islands were individualized demonstrating a true application of the new vocabulary they had learned. The project was virtually limitless, bounded only by the individual's imagination and patience. My personal quest would be to find a way for students to be invited naturally to use the vocabulary of the land and water forms as they moved toward the Imaginary Island Project, gaining confidence in their own imagination and exploring without inhibition. We should always be aware that there may be better ways of doing something than the way we were taught.
Students evolve, teachers evolve, the material evolves.
Montessori classroom material is not finite. It must be intentional, beautiful, precise, not extraneous or superficial or haphazard. I looked to Maria Montessori's work for inspiration. When Maria Montessori first began developing materials for her innovative classroom, scientific observation was her greatest guide. She observed a difficulty or sensitivity and strived to develop a precise, yet beautiful, material that would address the need.