What goes on a plant kingdom chart? December 27 2018, 0 Comments

Like its counterpart, the animal kingdom chart, all Montessori elementary classrooms need a plant kingdom chart. A current version of this chart will have the same elements as a traditional one, but the groups will not have the same labels or arrangement as they have had in decades past. DNA studies and phylogenetic systematics have changed the look of the plant kingdom, and our charts need to reflect this. It is hard to find a solid consensus among botanists on the “right” names, but that is no excuse for giving names that we know are obsolete.

I’ve listed my recommendations for contents of a current plant kingdom chart below. The names that I think are most important are in boldface type. The other names may also be useful. Ask yourself, “Will elementary children be able to use this name to find information that they can read and understand?” If you do a search using the name, do you find information that you can use and understand? If not, consider dropping the more technical name and using the common name for the lineage, the one I emphasize below. The terms on charts for children should be useful for understanding the diversity of life AND for finding further information.

Plant Kingdom (land plants, embryophytes)

Bryophytes (nonvascular plants)

                Liverworts (Phylum Marchantiophyta)

                Mosses (Phylum Bryophyta)

 Hornworts (Phylum Anthoceratophyta)

Vascular Plants or Tracheophytes

                Lycophytes or club mosses and relatives (Phylum Lycophyta)

                Euphyllophytes, the “true-leaf” plants

                       Fern clade or Monilophytes (Class Polypodiopsida)

                                  Whisk ferns and relatives

                                   Equisetums or horsetails

                                   Ferns or leptosporangiate ferns or true ferns

                       Seed plants or Spermatophytes


                                                   Cycads (Phylum Cycadophyta)

                                                   Ginkgo (Phylum Ginkgophyta)

                                                   Gnetophytes (Phylum Gnetophyta)

       Conifers (Phylum Pinophyta)

                                     Angiosperms or flowering plants (Phylum Magnoliophyta)

                                                                Basal angiosperms





For a beginner’s chart, I start the plant kingdom with the land plants, the embryophytes. It is acceptable to add the green algae because they are closely related to embryophytes, but it is clearer if children learn about land plants first, and then add their relatives. Advanced students are ready for a chart of the Viridiplantae (green plants), which includes the green algae lineages and the land plants. It is important for children to understand that land plants and green algae share a common ancestor.

Don’t feel bad about leaving off phylum/division names. While the animal kingdom phyla have been rearranged by DNA studies, they have kept their names. Plant kingdom phyla or divisions, whichever you wish to call them, aren’t as useful anymore. In fact, I have a widely-used, advanced textbook for plant systematics that uses no phylum/division names at all. Instead, it simply uses names with no ranks for the major lineages, such as lycophytes, euphyllophytes, seed plants, and angiosperms. It still uses orders, families, genera, and species, the Linnaean ranks that botanists continue to use for plants.  

There has been a big change that centers on the ferns. An older scheme had four phyla, Psilophyta, Lycophyta, Sphenophyta, and Pterophyta or Pteridophyta. These groups, often called “ferns and fern allies,” were considered more or less equal, but now we know that the lycophytes are a separate lineage from the other three. The fern clade, now considered by some to be a phylum, has three groups once considered separate phyla – the whisk ferns, horsetails, and the true ferns.

I see no reason to put notably out-of-date information on a plant kingdom chart. I especially encourage you to remove any images that are no longer considered plants. If you still have a mushroom on your plant kingdom chart, children are going to associate fungi with plants, even if you tell them that we know now that fungi are closely related to the animal kingdom and not at all close to plants. The visual impression that a chart gives to children is powerful, and it is important to get it as close to current as we can.

Change seems to come slowly in the general knowledge of plant systematics. I did an Internet search for plant kingdom charts and classification, and I found an amazing range of information from very old to current. Some websites even use the terms “cryptogams” and “phanerogams,” which came into use about 1860. Botanists haven’t used them in academic publications for at least 40 years. It is not that they are “wrong,” but they describe a superficial view that botanists had over a century ago. Our knowledge has grown, and there are better ways of expressing the differences among plant groups.

The flowering plants are currently divided into several lineages. I listed the main ones above, basal angiosperms, magnoliids, monocots, and eudicots. Botanists no longer use only the monocot and dicot subgroups, although these are still common in field guides and older publications. The flowering plants make up about 90% of the plant kingdom, and their orders have been defined in the last two or three decades using DNA studies. They deserve their own chart of orders and families.

My plant kingdom chart from my Tree of Life shows the lineages and their relationships. The plant kingdom chart from InPrint for Children gives children more practice with the categories.    

Here are some quick ways to check the information on a plant kingdom chart for your classroom. If the chart shows a row of evenly spaced boxes, it isn’t giving children all the information they need. Bryophytes need to be grouped together and somehow spaced apart from the tracheophytes. Lycophytes should be separated from other spore-producing plants. If the club mosses, whisk ferns, true ferns, and horsetails are all grouped together and perhaps called “fern allies” or “pteridophytes,” that’s obsolete. There should be something to show that the club mosses are a different lineage from the three branches of the fern clade, and if possible, that ferns are more closely related to seed plants. If the term “dicots” or “dicotyledons” appears instead of “eudicots,” then that needs to change. Eudicots (“true dicots”) are the old dicots minus the magnoliids and the basal lineages such as water lilies.

The same criteria for illustrations on a kingdom chart apply to animals and plants. Can you see the important structural features that enable children to recognize the lineage? For example, can you see a fern’s fiddleheads or its sori? Can you see the sporophytes of the bryophyte lineages? Sporophytes need to be visible and described in the text. The reproductive structures and foliage of the gymnosperms help children tell the difference between those lineages. Flower illustrations should clearly show stamens and pistils. Consider showing a fruit as well because fruits are unique to the flowering plants.

In the text for the chart, give children a range of examples whenever this is possible. Children, like much of our society, are less likely to be familiar with plants than they are with animals. They may be surprised to learn that grasses, maples, and oak trees are flowering plants.

Enjoy opening children’s eyes to the diversity of plants! For more information about the plant kingdom and its members, see my book, Kingdoms of Life Connected.