Last fall, I completed the third edition of my book, Kingdoms of Life Connected: A Teachers’ Guide to the Tree of Life. This came only six years after the second edition, which in turn came eight years after the first edition. “Why all this change?” you may ask.
I found that updates were needed because of changes in biologists’ view of the diversity of life. The data about how organisms are related continue to pour in, and because of this, the details of lineages and relationships change. You may be tempted to wait until the field stabilizes and stick with older ideas. Children, however, need a useful view of the diversity of life, even if it will be somewhat amended later. They cannot build on a foundation that is clearly obsolete. Specifically, it is no longer useful to present children with Five or Six Kingdoms, and those charts need to go in your history-of-science file.
I updated Kingdoms of Life Connected from cover to cover. I redid the lists of learning resources – books and websites; I purged links that no longer worked and added new ones. Publishers and authors have brought forth valuable new books in recent years, and I added titles to the lists while retaining older but useful books. I revised all the text, including the activities and lesson suggestions. I fact-checked the information to make sure it was as up to date as I could make it.
There is one especially important addition, a new lesson for introducing to the Tree of Life chart to beginning elementary children. This lesson gives older children important concepts as well, particularly if they have not yet had this overview. The introductory lesson leads children to the idea that all life shared a common ancestor and is connected. It shows them the relationships between the major branches of life. For example, they learn that the animals and fungi are sister lineages and that plants are only distantly related to fungi.
I’ll give a brief summary of some of the changes below. For more information, see the book, which is available at https://big-picture-science.myshopify.com/collections/biology/products/kingdoms-of-life-connected-third-edition (printed version). The ebook (pdf) is at https://big-picture-science.myshopify.com/collections/biology/products/kingdoms-of-life-connected-third-edition-ebook.
There are no big changes in the prokaryotes. I have kept a very basic approach because it takes extensive knowledge of biochemistry to understand the many branches of bacteria and archaea. Introductory college biology texts present a few basic lineages, and I felt that this approach would be good for children as well.
In the protists, I rearranged the Excavata lineage on the Tree of Life chart. Now, the euglenazoa and kinetoplastids are sister lineages and the metamonads are the first branch. I expect that Excavata will be split apart and redone in the future. It probably won’t be a eukaryotic supergroup, but studies continue to confirm the other supergroups – Archaeplastida, SAR, and Amorphea.
Scientific terminology evolves, and I was happy to see a complicated name go away. The branch of the stramenopiles and alveolates was previously called Chromalveolata, but that term has fallen out of favor. It originally described a lineage that included two branches I didn’t show, the cryptophytes and haptophytes; these are now placed elsewhere on the Tree of Life. The branch of the stramenopiles and alveolates may get a new name, but it seems best to leave that branch blank for now.
The fungi were the major branch that changed the most. The former Zygomycota lineage is now divided into two main lineages, the Mucoromycota and the Zoopagomycota. On my Tree of Life chart, I show the larger one, Murcoromycota. Its branches include the pin molds or Mucoromycotina (black bread mold, for example) and the arbuscular mycorrhiza fungi or Glomeromycotina (AM fungi). The AM fungi were previously placed on their own branch, but they have been added back to Mucoromycota. I didn’t add the Zoopagomycota to the Tree of Life chart, but if you have children who are interested in learning more, Fungarium by Katie Scott and Ester Gaya, is a good book for launching their explorations.
In the animal kingdom, studies have clarified some relationships in the protostome branch. You can give children the term “Spiralia” for the lineage previously called Lophotrochozoa. The whole branch is called Spiralia; “Lophotrochozoa” still refers to the mollusks and annelids. It is another of the situations where it is useful to know an older and newer term. “Lophotrochozoa” has been used for the Spiralia branch for about 20 years, and it appears in a number of websites. I recommend looking to the future and using “Spiralia” primarily. It is certainly easier to say and spell.
In the plant kingdom, studies have resolved several questions about the bryophytes. They are a single branch of life, a monophyletic lineage. The first branch was recently determined to be the hornworts. The mosses and liverworts are sister lineages. The older story was that the liverworts were the first branch because they do not have stomata. It appears that their ancestors lost their stomata rather than never having them.
The virus chapter now has suggestions for making a model of a coronavirus. I published this chapter as a stand-alone pdf in 2020. Note that if you have the third edition of Kingdoms of Life Connected, you already have the content of “What Is a Virus?”.
It is easy to become overwhelmed by all the names and branches of life. I recommend that you concentrate on the larger branches on the Tree of Life and continue to other branches as children (and you) learn about these and are interested in pursuing more. For in-depth studies at the elementary level, I recommend the digging further into the animal and plant kingdoms.
Start with the big overview of the Tree of Life. After that, my learning material, Sorting Branches on the Tree of Life: Vertebrates and Plants, is a good place to go. It is available as a pdf that you can print https://big-picture-science.myshopify.com/collections/biology/products/sorting-branches-on-the-tree-of-life-vertebrates-and-plants or as a printed material https://big-picture-science.myshopify.com/collections/biology/products/copy-of-sorting-branches-on-the-tree-of-life-vertebrates-and-plants-file-for-printing.
Enjoy your explorations of the Tree of Life!
What is this about a gorilla in the Montessori room? Is it a radical new classroom pet?
No, it is a symbol of an ongoing problem that is being ignored for many reasons – it is difficult, uncomfortable, and so big that it will take considerable effort to deal with it. Here is why I think there is a “gorilla” in Montessori classrooms.
Maria Montessori designed her brilliant elementary framework around five great lessons, and she constructed it with her perspective as an early 20th century European. Her understanding that children need spiritual nourishment, not just facts, guides us today. Her stories are tied into the science content she felt children should have. She gave them real knowledge, not a watered-down version, along with inspiration to learn more.
The inspiration and spiritual nourishment are still wonderful, but there is a problem with the content of those stories and the lessons that come from it. She used the state-of-the-art information for her time in the stories, and many classrooms still do that – they use the state-of-the-art biology from the mid-20th century. This leaves children woefully out of touch with today’s view of life science.
Biology has come a long way since the mid-20th century. Not only are two, five, or six kingdoms obsolete, but the whole idea of kingdoms is not what it once was. If you still use five or six kingdoms as your main lesson on the diversity of life, it is time to move those materials to the history of biology and move on. The Tree of Life provides the framework now, and the three kingdoms (fungus, animal, and plant) that are still valid are not the organizing framework for the diversity of life. Instead, they are major branches among many others on the Tree of Life. Biologists have extended classification to include the relationships between all kinds of life. Shared common ancestry drives classification, not just physical appearance.
For an example, see the website for animals, The Shape of Life: The Story of the Animal Kingdom (https://www.shapeoflife.org/). It has a tree of life that gives the derived traits for the lineages. You can download the pdf from https://www.shapeoflife.org/news/resource/2016/10/18/tree-life and print it. This branching diagram is not for beginners, but it will help you see how the diversity of life is shown scientifically.
This website also has an artist’s Tree of Life for animals, and I think children would enjoy poring over it. It is by Ray Troll; the pdf is available at https://www.shapeoflife.org/news/featured-article/2018/02/26/we%E2%80%99ve-got-your-tree-life-right-here. Even though it is an artist’s interpretation and shows little of the other branches of life, it has valid branches for animals.
There has been such a revolution in biologists’ ideas about the diversity of life that it has required college professors to be flexible and ready to change. Some revise their course content on a yearly basis. DNA data has been a big part of the change, and biologists continue to acquire new data. The rapid change doesn’t mean that it is OK to stick with old ideas until the field settles down. It means that children need the new framework and new ideas about how biologists see life’s variety. They don’t need to spend time learning a system they will set aside in further studies.
Back to that “gorilla.” I see that inadequate movement toward new ideas is common in Montessori teacher education programs. The extent of change in biology means that everyone needs to learn current biology ideas, including teacher educators and teachers with all levels of experience. It calls for relevant conference presentations and professional development courses. It means that teachers can’t simply change a few terms and keep teaching the old framework.
Certainly, there has been progress in updating biology for Montessori schools. Cynthia Brunold-Conesa’s album, Life Science Lessons for Montessori Elementary Classrooms, has a totally new structure and current ideas. You can find it at https://georgeconesa.wixsite.com/lifesciencemont.
For more than two decades, I have been working to bring updated materials with current ideas to Montessorians. My recent video course, Life Science Literacy for Elementary Teachers, is available through Trillium Montessori at https://courses.trilliummontessori.org/p/life-science-literacy. I have revised my books and card sets multiple times, and I continue to do so each time I reprint an item. The websites change, the classifications change, and even the terminology evolves.
Montessori classrooms help children acquire knowledge. In biology, will it be useful knowledge, or will they have to relearn the subject later? It depends on whether Montessori leaders do something about that gorilla in the room.
Priscilla Spears, July 2022
Suggestions for evaluating a timeline of life.
Studies of the diversity of life are a pillar of life science at elementary level. In the past, Montessori classrooms used charts that show Linnaean classification – Kingdom, Phylum, Class, etc. Those charts are no longer very useful except in studies of the history of science. Instead, children need an introduction to the Tree of Life, which they can get via a branching diagram aka family tree, evolutionary tree, phylogenetic diagram, or phylogeny. If you need a Tree of Life diagram, you can download one for free at my website.
In early childhood, children sort pictures under labels, beginning with living vs. nonliving, animal vs. plant, and invertebrate vs. vertebrate, for example. Later, they sort pictures under more categories such as classes of vertebrates or phyla of invertebrates. The activity in my new material, Sorting Branches on the Tree of Life, will look somewhat familiar to children, but it has enough differences to make it challenging and interesting.
As Montessori classrooms adapt to the changing world of academic knowledge, one of the first things will be to help children learn the main branches on the Tree of Life. They need an introduction to the Tree of Life to get an overview, and then they are ready to start studying the main branches. Note that I use the terms “clade,” “lineage,” and “branch” to mean more or less the same thing – an ancestor and all of its descendants.
A challenge of Tree of Life classification is that the big branches have little branches, and the branches are not ranked (aren’t a phylum, class, etc). One simply has to know that the vertebrates are a branch of the chordates, for example. It really isn’t as hard as it sounds. Sorting Branches on the Tree of Life will help children and adults learn the main branches as they sort photos of organisms under a set of heading labels. When children have completed the diagrams, they will be able to see that the organisms belong to a number of clades. They will also be more prepared to use phylogenies (branching diagrams) that show the main branches. Older ones may even want to try their hand at drawing a phylogeny based on a diagram they have completed.
Sorting Branches on the Tree of Life covers the vertebrates and the plants. It has a series of lessons, each of which builds on the last to help children learn the clades (branches, lineages). The lessons use images of extant animals (with one exception) and plants, but they tie into some of the history of the clades as well. One really can’t teach about the diversity of life without giving information about the origin of the branches of life.
I’ll start with descriptions of the lessons for the vertebrates in this article and leave the plants for another day. The first lesson shows the earliest branching of the vertebrates, which produced the jawless fish and the vertebrates with jaws. The latter clade, called the gnathostomes, has two branches, the cartilaginous fishes and the bony vertebrates. I have called the second branch the bony vertebrates instead of the bony fishes because it holds more than just fish. It is actually our branch as well.
The bony vertebrates have two branches, the ray-finned fish and the lobe-fins. The latter includes the coelacanth and the lungfish, as well as the tetrapods, the animals with four limbs. I used a picture of a lion to represent the tetrapods so that children could see that ALL the tetrapods belong to that lineage, not just the amphibian-like, first ones to evolve.
The second lesson shows the branches of the tetrapods, and its diagram shows that birds are a branch of the reptiles.
Reptiles, birds, mammals, and eutherian mammals each have another lesson with a diagram. The reptile and mammal lessons come after children have had the tetrapod lesson. The reptile lesson shows that this branch of life divides into the lepidosaurs (“scaly lizards”) and the archosaurs (“ruling lizards”). For the latter, the branches are the crocodilians (crocodiles, alligators, and relatives) and the dinosaurs. The pictures under the dinosaur label are a non-avian dinosaur and an avian dinosaur – a chicken. Yes, the birds are really dinosaurs, and they should be placed under the archosaur label.
Don’t panic at the idea of birds being a branch of the reptiles. We can still teach about those two branches of life separately. The traditional reptile lessons usually give the characteristics of the squamate reptiles – lizards and snakes – or of turtles, which are a world of their own, a sister branch to the archosaurs. Lessons can emphasize the traits that birds and crocodilians share. Studies of birds can note their reptile-like traits such as scaly skin on their legs.
The mammal diagram shows the first two branches as the monotremes and the therians. This omits a lot of mammal history, but the point of these lessons is not the whole history of the organisms. It is about the branches of the currently living ones. The therians are the marsupials and the eutherian mammals, aka placental animals. When you have finished the lesson on the eutherian mammals, children can go back through and make a list of their own branches of life.
I produced this material this spring, and children in a Montessori classroom got to see a prototype just before the schools closed because of the pandemic. The teacher reported that they were very interested in the material, partly because it doesn’t look like all their other materials. By elementary age, children are ready for variety and challenge. Sorting Branches on the Tree of Life supplies both.
I am happy to answer questions you may have about this material. I supply it as a digital download, a file that you can print for yourself. See https://big-picture-science.myshopify.com/collections/biology/products/sorting-branches-on-the-tree-of-life-vertebrates-and-plants
It’s that time of year when the urge to put things in order can strike. You may have a closet with a lot of biology materials that you want to evaluate. Here are my suggestions for things to throw out. You may not want to discard the whole material just because it has flawed content provided it is feasible to fix the problems.
In the animal kingdom materials, if you find anything that has the phylum Coelenterata, please remove that name or cover it. Biologists haven’t used it for more than 30 years. That phylum was split into two others when biologists discovered that it held two unrelated groups. The two lineages are called phylum Cnidaria (anemones, corals, and jellyfish) and phylum Ctenophora (comb jellies). It is likely that you can cover over “Coelenterata” and add the label “Cnidaria.” Just make sure that you don’t have comb jellies in with your cnidarians.
Another no-no for the animal kingdom is showing protozoa along with the animals. This goes back to the two-kingdom idea of classification, and biologists and biology textbooks haven’t grouped protozoans with animals in more than 40 years.
If you find a chart that is labeled “Non-Chordates,” change the title to “Invertebrates.” Maybe “non-Chordate” was useful in the past, but biologists use “invertebrate” far more often. I searched books on Amazon.com using “non-chordates,” and I got six titles, all published outside the US. I searched “invertebrates,” and got over 6000 titles. A non-chordate chart isn’t likely to show current information, so it is time to recycle it or at least recycle the images and add new text.
The relationships between the phyla of animals solidified about 15 years ago. In biology, classification has morphed into systematics, which all about relationships and shared common ancestry. The details of this would take several blogs so I will simply say that the arthropods are related to the nematodes, and the mollusks are related to the annelids. Arthropods were once grouped with annelids, but that is no longer considered valid. Can you add something to your animal kingdom chart that shows which phyla are closely related? See my book, Kingdoms of Life Connected, for help if your animal kingdom chart needs a redo. https://big-picture-science.myshopify.com/collections/frontpage/products/kingdoms-of-life-connected-second-edition. It is also available as an ebook (pdf).
Dig back into the cobwebs in the botany section of your closet. If your chart of the plant has club mosses separated from the fern clade – whisk ferns, horsetails, and ferns – you have a good representation of life’s diversity. The chart from InPrint for Children is a good example. https://big-picture-science.myshopify.com/collections/montessori-botany-materials/products/plant-kingdom-chart . Another mark of a current material – it should use the term “eudicots” instead of “dicots.” If your chart has phylum names, it is quite possible that many of the names are obsolete. Many botanists no longer use phyla or division names. Instead, they use lineage names, and sometimes a common name is all you need. I have a graduate level botany textbook that uses no phylum/division names.
If your plant kingdom chart has fungi or bacteria on it, the time has come to do some serious pruning. Those two have to go to their own charts. If the image of a fungus appears on a plant kingdom chart, that’s what children will remember even if you say that it doesn’t belong there. The fungus kingdom is a sister to the animal kingdom. In nature, fungi and plants are partners, but on classification charts, they shouldn’t hang around together.
If you have a Five Kingdoms chart, file it under the history of biology. It should NOT be the first thing children see as they study the diversity of life. The Tree of Life is the place to start.
How about your timeline of life? This is a difficult material to do well, and there are many bad attempts out there. Does your timeline show several red lines coming together (converging)? That’s the traditional style, but lineages do not converge (fuse together); they diverge (split apart). Maybe you could salvage the images and redo the timeline without the misleading lines. Check the dates for the fossils because there are several in the wrong place on the older timelines.
Does your timeline of life have photos of extant animals or plants in prehistoric times? This gives a very wrong impression. I’ve seen a timeline that had “First marsupial” and a picture of a kangaroo. This is just like saying “First eutherian (placental) mammal” and showing a picture of a horse. Both the kangaroo and the horse evolved within the last few million years. They are both adapted to live on grasslands and open shrub lands, where resources are spread out, and there is little cover from predators. Therefore both are good at moving quickly over long distances. Neither one of them belongs in the Mesozoic Era on a timeline of life. Mesozoic mammals were much smaller and less specialized.
Does your timeline have the five major extinctions? And does it have ice ages in the right places? The older charts used ice to symbolize all extinctions, although that wasn’t the cause in most of them. The five major extinctions come at the end of the Ordovician, Devonian, Permian, Triassic, and Cretaceous Periods. They are such important shapers of life that they are essential to a good timeline.
If all this correcting sounds like too much to do, remember that you are doing it for the children. They need current information and a foundation that they can use in their future studies. There is no point in giving them science “information” that they will never see outside a Montessori classroom.
In my last post, I took readers on an imaginary tour of nesting boxes for the plant kingdom. These materials are traditionally called Chinese boxes, but I prefer to use “nesting boxes.” Children explore the structure and major lineages of a kingdom of life with this material. Nesting boxes work well for showing the lineages of the animal kingdom provided the content reflects current knowledge.
Here’s an imaginary tour of nesting boxes for the animal kingdom as it is defined today. I believe firmly that we should be giving children terms that they will see in their further studies, not terms that are historical and that do not appear in modern textbooks.
To start our tour, picture a large red box labeled “Animal Kingdom.” We remove the lid, and inside there is a small box that is labeled “Phylum Porifera, the sponges.” This group was once called the Parazoa, but this term has fallen out of favor, and I recommend these animals be called the sponges. Once thought to be several separate lineages, they are now placed on one lineage, Porifera (“the pore-bearers”).
Along with the little Porifera box, there is a much larger box that takes up most of the animal kingdom box. It is labeled “Eumetazoa, the true animals.” We lift the lid, and inside there are two small boxes labeled “Phylum Ctenophora, the comb jellies” and “Phylum Cnidaria, the stingers.” A large box labeled “Bilateria” takes up most of the remaining space, and it holds the animals with bilateral symmetry.
Cnidarians include the sea anemones, corals, and jellyfish. The comb jellies include sea gooseberries and sea walnuts. These two phyla were previously placed in a single phylum. That phylum, Coelenterata, is obsolete and should not appear in current animal kingdom classification studies. Our small red boxes are labeled “Phylum Cnidaria, the stingers,” and “Phylum Ctenophora, the comb-bearers,” and “Coelenterata” is not here at all.
The big box labeled “Bilateria, animals with bilateral symmetry” contains two boxes, which are labeled Protostomes (“mouth first”) and Deuterostomes (“mouth second”). These names reflect a difference in the development of the fertilized egg in these two lineages. The deuterostome box takes up about 1/3 of the space. We look inside it, and we find two boxes, one labeled “Phylum Echinodermata, the spiny skins,” and the other “Phylum Chordata, the corded ones.” The echinoderm box has the sea urchins, sea stars, and sea cucumbers inside. The chordate box has its three subphyla inside, the lancelets, the tunicates, and the vertebrates. Note that chordates are not the same as vertebrates! I’ve seen them mistakenly equated in Montessori materials. (If you find the term “non-chordate” in your materials, it would be best to change it to “invertebrate.”)
The protostome box has two boxes inside, one labeled “Spiralia” or “Lophotrochozoa” and one labeled “Ecdysozoa.” The Spiralia box has the rotifers, the flatworms, the mollusks, and the annelids (segmented worms). This box also has the name Lophotrochozoa although some biologists use this cumbersome term for only a part of the Spiralia. The term Spiralia could change so check again in a few years to see the current story. The Spiralia are named for the pattern of cells in the early embryos of most species.
“Lophotrochozoa” is still used for the Spiralia lineage in many college textbooks, but this could to change by the time elementary children reach college age. I have adopted “Spiralia” because of biologists’ support for it, and it is easier to spell and say. My book, Kingdoms of Life Connected, still has “Lophotrochozoa” because when I reprinted it last year, the term “Spiralia” was not yet shown in Wikipedia (usually a good source for the latest phylogeny). I hope biologists have settled on the name by the time I print the book again.
The ecdysozoa are the molting animals. They shed their whole outer covering at once. This is the most successful animal lineage in terms of numbers of species and numbers of individuals. The Phylum Arthropoda, the jointed feet, and the Phylum Nematoda, the roundworms, are the two main phyla in this box. Tardigrades and velvet worms could also go here if space allows and if you want to get that level of detail.
If any of your animal kingdom materials include “protozoa,” please remove them and study them with the eukaryotic supergroups (protists). They do not belong in the animal kingdom. If your nesting boxes for animals have protozoa, the best time to change this was about 40 years ago. The second best time is now.
I’ve presented a basic look at the animal kingdom here. If you would like further information on the animal kingdom or the lineages I gave in this article, please see my book, Kingdoms of Life Connected. https://big-picture-science.myshopify.com/collections/biology/products/kingdoms-of-life-connected-second-edition (printed) and https://big-picture-science.myshopify.com/collections/biology/products/kingdoms-of-life-connected-ebook-1 (pdf).
If you want to evaluate an animal kingdom chart, look for the groupings I gave for the nesting boxes. The nematodes should be grouped with the arthropods. The echinoderms should be grouped with the chordates. This is because biologists group organisms according to their shared ancestors, not just how they look. The chart from InPrint for Children places related phyla next to each other. See https://big-picture-science.myshopify.com/collections/biology/products/animal-kingdom-chart.
My photo card set for the animal kingdom - https://big-picture-science.myshopify.com/collections/biology/products/zoology-photo-cards-set-1-major-phyla-of-the-animal-kingdom – gives you high quality images of representative animals across the kingdom. They could be used in or alongside a nesting box material.
Happy explorations of the animal kingdom,
PS. I am putting my reply here to two comments below. I'm sorry I don't have pictures of this imaginary material for you, Gail. I, too, am a visual learner. I think Cindy's idea of referring to the animal kingdom diagram from my Tree of Life chart might help. Yes, the lids on the boxes would be like a node on the evolutionary tree (phylogeny). The reason that there isn't a box for the Radiata is that they don't seem to share a common ancestor other than the one for all animals. If they did share a more recent ancestor, they might still be in Coelenterata. They have a similar organization, although the ctenophores are described as biradially symmetrical. They have a combination of radial and bilateral symmetry. The cnidarians are genuinely radially symmetrical. These two phyla came from separate experiments by early animal life. This is different than the the two phyla shown in the Ecdysozoa. They shared a common ancestor - at least there evidence for this in their genomes.
Thank you for sending your questions and comments. Please feel free to ask further questions.
The nesting boxes for the plant kingdom are a classic Montessori material. (They are usually called Chinese boxes, but I don’t like to use that term. They certainly didn’t come from China.) Like many other materials that were created many years ago, this one needs a make-over or at least a reality check to see if it reflects what children will see in their later studies.
Paraphrasing a Chinese proverb, if your nesting/Chinese boxes are based on a two-kingdom classification, and they contain the bacteria and fungi, the best time to change them was before 1980. The second best time is now.
The point of elementary studies isn’t to teach children names and ideas that they are not likely to see again. Maria Montessori said that children who complete her elementary program would have acquired knowledge equal to a high school student of her day. She wasn’t trying to create a separate set of biology terms; she was giving children the mainstream academic knowledge of her day. Continuing to use the terminology and concepts of the traditional lessons without checking to see current academic view leads to problems. Children may have to discard their Montessori lessons and go back to the beginning to learn contemporary biology. “Unlearning” is very hard for people. They tend to cling to the first way they learned something, and they must accept that their version is wrong before they can accept another view.
If there were nesting boxes that reflect the current academic view of the plant kingdom, how would they look? Here are my ideas.
Picture a large, green box that is labeled “Plant Kingdom.” It could have other labels as well as that main one. Possibilities are the more formal Latin Kingdom Plantae, or the more descriptive one, Embryophytes. The latter is the informal scientific name for land plants.
We take the lid off this box and find a small box labeled “Bryophytes, the nonvascular plants” and a much larger one labeled “Tracheophytes, the vascular plants.” Inside the bryophyte box, there are three smaller boxes labeled “hornworts”, “liverworts”, and “mosses.” Should there be a label for the division/phylum of these boxes? There doesn’t have to be. I have an advanced botany textbook that doesn’t use a Linnaean rank name for these branches of plant life. If you want to add the division/phylum names, see Wikipedia. It is generally quite good for plant classification.
The larger Tracheophyte box contains two boxes, a small one labeled “lycophytes” and a much larger one labeled “euphyllophytes, the true-leaf plants.” The lycophyte box has three small boxes inside, the club mosses, spike mosses, and quillworts. Alternatively, the lycophyte box could list these three lineages on the lid and not separate them. They are best described as orders of the lycophytes.
The euphyllophyte box has two boxes inside, a smaller one labeled “fern clade, the monilophytes” and a larger one labeled “Spermatophytes, the seed plants.” The fern clade box has several smaller boxes. They are labeled: “ophioglossids – whiskferns, alder’s tongue ferns, and grape ferns”; “equisetums – the horsetails and scouring rushes”; and “leptosporangiate ferns or polypod ferns – the true ferns.” If your school is in a tropical climate, you may need to add a fourth box for the marattid ferns. They are huge plants that grow only in the tropics.
The spermatophyte box holds two boxes, the angiosperms or flowering plants, and the gymnosperms, the naked seed plants. The gymnosperm box holds four boxes – the cycads, the ginkgo, the conifers, and the gnetophytes. It is uncertain at present whether the gnetophytes belong in their own separate box or within another of the seed plant boxes. It is clear that they do not belong in the angiosperm box, however.
The angiosperms or flowering plants must have a big box. They make up about 90% of the plant kingdom. There are several boxes inside their box. A couple of very small boxes hold the first branches – the water lilies and the anise tree. Then there is a small box labeled “magnoliids,” a medium box labeled “monocots,” and a large box labeled “eudicots.” Three-quarters of the flowering plants are eudicots; about 22% are monocots.
All this can be imagined, but it will take quite some creativity to make physical containers that can actually hold an image and information about each of these branches of the plant kingdom. The information should include the lineages of the plant. For example: Sunflower lineages – embryophytes, tracheophytes, euphyllophytes, spermatophytes, angiosperms, eudicots. The text should also give some of the defining features – the derived traits – of each group.
If you need the illustrations or more information, see https://big-picture-science.myshopify.com/collections/montessori-botany-materials/products/the-plant-kingdom. This is a pdf of a PowerPoint for teacher education. You can print the images for use in your classroom. It has all the images you need except quillworts. Those lycophytes are rare, and the main reason to include them is that they are the closest relatives to the ancient Lepidodendron trees.
Please let me know if you need help or have questions on plant kingdom nesting boxes. If you want to have another set for the flowering plants, that’s a more involved story. It would be fun to do, however.
Happy plant explorations,
Maria Montessori didn’t give guidance on updates. Why would she see the need to do this? The biology taught in her lifetime hardly changed.