Moving past zoology and botany April 30 2019, 0 Comments

Normally, I write about elementary or secondary education in my blog. In this one, I’m addressing an issue that starts in early childhood, and it affects the way children view the living world in their later studies.

Traditionally, Montessori life science (biology) was divided into zoology and botany. The divide began when young children sorted pictures into animals vs. plants. This exercise fit well with the two kingdom approach to classifying the living world. I certainly hope that Montessori teachers no longer use two kingdoms. Biologists began moving away from two kingdoms in the mid-1800s, although it took a hundred years and major advances in biochemistry and microscopy to complete the break. We can give children a more useful overview of the living world than simply animals and plants.

It is time to quit thinking of life science as zoology or botany, or structuring our teaching albums (manuals) this way. When we offer only two categories for living things, children miss much of the living world. While young children are not ready for lots of details, they can sort pictures of living things into three categories, the third being “Other living things.” This tells them that there are organisms that are neither plants nor animals, and it keeps the door open for further learning. Mushrooms, lichens, and kelp are examples of macroscopic organisms that fit under the “Other” heading.

I started my work to bring current science concepts and content to teachers over 20 years ago. My first conference workshop was about the Five Kingdom classification. I spent nearly a decade helping teachers move from two kingdoms to five kingdoms. Then I had to switch gears again as expanding knowledge (via DNA and RNA) of the relationships between living things led to new concepts of classification, principally the Tree of Life and phylogenetics. My book, Kingdoms of Life Connected: A Teacher’s Guide to the Tree of Life, has learning activities and resources for exploring all the branches of life and viruses, too.

The microscopic living world is more abstract and harder to observe than plants and animals, but that does not mean that children shouldn’t know about it. They can learn that microorganisms help plants grow, recycle nutrients, and make foods like yogurt and cheese possible. The disease-causing microorganisms are the ones that we experience most directly, and these get the most attention, but children need to understand the vital importance of microorganisms to all ecosystems.

The book, Tiny Creatures, by Nicola Davies and Emily Sutton (2014) is a valuable resource for introducing young children to the microscopic world. These authors have a second book (2017), Many: The Diversity of Life on Earth, which supports a more inclusive view of life. The Invisible ABCs by Rodney P. Anderson (2006) sounds like it would be for early childhood, but it looks better for beginning elementary. This publication from the American Society for Microbiology has accurate information and good images of the organisms. Its breezy style makes this abstract world more interesting.

Moving past botany and zoology also means considering more than biological classification. It means thinking about the ecosystems, environments, and interactions of life, the structures of life, and the evolutionary history of organisms. Elementary children will have a better idea of the importance of microorganisms after they read Ocean Sunlight: How Tiny Plants Feed the Seas by Molly Bang and Penny Chisholm (2012). This book uses the term “plants” for the ocean’s protists that perform photosynthesis, even though many are not on the green algae-plant lineage. More importantly, it shows children the microbial underpinnings of the ocean ecosystem.  

In elementary life science studies, there will be times to focus on the animals or the plants, but children will have a better perspective if they start with an introduction to the whole Tree of Life and learn to use this conceptual framework. As children develop their abstract thinking, they are likely to be interested in exploring all the branches of life. They will need good tools, such as magnifiers and microscopes, to help them observe the protists and prokaryotes. They also need appropriate search terms for finding resources they can read and understand.

I hope you and your children enjoy studying the greater living world.

Priscilla