WHAT IS BIOLOGY?

Biology should not be separated from the child's life or other subjects, as it is implicit in
all my life.
- When we present the line of life.
- When we presented the poster of invertebrates, the one of invertebrates, the ones of
vegetables.

In them, we saw the development of life in all its aspects, the struggle of beings for the
survival in an environment, sometimes not favorable.
We have seen that this struggle for life helps to maintain a balance without which life itself
Life would not be possible by itself, it also advances evolution.
At this point, the Montessori concept regarding competence can be applied and that is
Men, unlike irrational animals, are intelligent and we do not have to
annihilate the other to survive; rather, we must help them to be better together, and among
everyone build a better world.
That's why he must compete a lot, but with himself, since that individual who has managed
to be master of oneself and can therefore regulate one's own behavior; he is a man
disciplined and free.
The man who through his own effort has the ability to carry out those actions
necessary for their comfort and development in life, one conquers oneself, and in doing so,
he multiplies his skills and perfects himself as an individual.

In life, there are absolute and inexorable laws, so each being works both for itself as well as
for other beings cooperating with the possibilities of life for their peers.

It is important for the child to understand that to survive, all human beings have
required to adapt to the environment and the changes that occur from it, young beings have
more possibilities of adaptation than adults; in evolution, instinct is variable, which
if it progresses, it is the intelligent part.

We must keep in mind that the pedagogical method of observation is based on

freedom of the child; and curiosity. This curiosity is annihilated when they are not allowed to explore.
It is necessary for the teacher to allow creativity in the child and for it to be developed at a level
of invention; this invention cannot arise if the child does not have stimulation.

In Montessori classrooms, we help children develop their intellect by introducing them to

opportunities to catalog prints received since their birth that have not been
organized.
At another age, the child was interested in repeating the exercises for the activity itself; now, no longer.
it needs it so much, the material helps to understand by materializing some abstract aspects
of the study.

In this biology study, we have moved from stories to the first classification of the kingdom.
animal and plant.
Now we will study the classifications more deeply and compare them with
previously studied in the line of life.

The role of the teacher in learning would be to keep that flame of interest alive, guiding the
child towards observation. Learning to observe is important since the child tends to see
totalities; and it is necessary to make them meaningful; moving from analysis to synthesis is the discipline
basic for the scientific method.
 THE CHINESE BOX OR OF THE CIRCLE

The classification of the circle or Chinese box regarding the animal kingdom in the way it is presented,
Sometimes it is considered outdated and out of fashion, because today's ones are based
in the embryonic state of individuals, that is, about individuals that have not yet developed
completely.

Recent discoveries have shown that many animals considered

invertebrates have a type of column or cord in the embryonic state, which has
revolutionized the previous classifications.

Our goal is to help the child and not to give them an advanced classification as they present themselves.
a way that clearly shows the difference between that classification and its evolution, all this
at a sensory level.

It is about engaging the child, and once that interest is awakened, it will lead them to investigate and learn.
new forms of classification.

- One of the characteristics of this age is the research and passion for collecting.
because they have a need to build a mental order, so we have to have
present this sensitivity and cultivate interests.
- With our materials, we have observed that we try to give impressions.
Sensory or concrete, this applies to both Biology and Mathematics. The
mathematics is pure abstraction.
But why do we give this specific material? Because working with this material, little by
we barely reach abstraction and come to understand it, the same happens with Biology,
we give animals and plants from our environment and help it through a
container, work that connects the hand to the brain to build mental order, of which they have
so much need.

This material can be compared to that of mathematics; theirs is artificial, it does not exist in the
Reality (example: the cube of a binomial) is only the representation of a concept.

With this material, the child abstracts knowledge and begins to work with mathematics in a formal way.
abstract

One proof of the success of this Montessori material is the concentration, interest, and learning.
what awakens in this job.

ORGANIZATION:
It is called 'Caja China' or 'Círculo' because its organization resembles that of the games of
Chinese origin that consisted of objects contained one inside the other from largest to smallest.

Here is contained all the animal kingdom: in the first and largest box, upon opening it
we found two boxes, one of "Chordates" and the other of "Non-chordates"; which in turn
it contains smaller ones with the different orders, classes, divisions, etc.
In total there are:
- A large box that contains the animal kingdom.
- 2 smaller ones that include the two divisions of 'Chordates' and 'Non-chordates' or rather
vertebrates and invertebrates but we don't use those words.
- 11 containers for the various types:
. 7 for "Invertebrates"
. 4 for 'Chordates'

- 31 containers for the classes:

. 25 for "The Invertebrates"
. 6 for 'Chordates'

- 41 for the orders:

. 8 for insects
. 36 for fish, amphibians, birds, and mammals.

Comparing this material with the poster of the first classification of the animal kingdom, we see
that its content is broader.

Complete this material:

- The VENN diagram (described in the following sheets)
- A doll that contains others inside (10 in total) with their respective classification.
written below.
- Cards with images (2)
- Poster with the explanatory drawing of the divisions represented in the wrist.
PRESENTATION:
1st We review the posters of vertebrates and invertebrates and place them next to the container.
big.
Now we will study a material that will help us deepen our knowledge of the kingdom.
animal.
3rd The presentation begins with an animal that is at the school or one that is known by
the group.
- The child is given a choice between 2 cardboard sheets with pictures of dogs.

- It is called the name, for example: "Irish Setter".

- Now we will study its classification.

- "According to you, which kingdom does it belong to?" to the animal.

- We opened the box and found inside a circular illustration that shows all the
animals and in the center, man (rational animal).

- What is the animal kingdom? Who belongs to this kingdom?

They are beings that feed on transformed substances of plants.

- The sign at the base of the doll reads 'Animal Kingdom'.

- How is the animal kingdom divided? So far we knew that it is divided into
invertebrates and vertebrates; but now we see them to study more
deeply, we learn two new words.

- We open the box of the animal kingdom and see that there are two others that say 'Chordates' and the
another "Invertebrates", we use these words because we will now learn about animals
that show the landscape between those without vertebrae and those with vertebrae, right?
they have a spine, just a cord that is the beginning of a spine
vertebral.

- Which one do you think the dog belongs to? And since they are vertebrates, the child chooses the one of
"chordates" and we keep the one for "non-chordates".

- We opened the doll that says 'Animal Kingdom' and found another that says 'Chordates'.
and we placed it next to the drawing.

- We opened the 'Chordates' box and took out cards with their main characteristics, the
We extend and read the title of each one of them, then their definition.
. Adelo cordai: They are animals that barely have a small piece of rope.
. Urocordates: The word comes from the Greek 'Uros' - tail and chorda or
cord. They are animals that have the cord only in the tail.
. Cephalus cordati: Comes from the Greek 'Kefale', which means -Head and
chord - string; they are the only ones that have the string that comes out of the head.
. Vertebrates: Animals that have a backbone.
 - The boy selects for the definition that his studied dog.
It belongs to the vertebrates and we keep the remaining boxes.

- We opened the doll that says 'Cordados' and found another one.
Vertebrates.

- There are 5 envelopes of vertebrates and they are presented to you; what do they have?

Spinal column or dorsal cord

Body divided into two parts, that is,
bilateral symmetry.
Complete circulation
The body is divided into two
cavities one contains the order
vegetative, the other contains the system
nervous.

. Which one do you think the dog belongs to?

Choosing between the 5 classes of vertebrates.

- The doll is chosen and opened where another exactly like the previous ones is found.
but smaller than it says 'mammal' and stands in front of its box.

We tell the child a small description of the Chinese box and the doll, mentioning the origin.
of the name of the Chinese box.
In their game, they arranged things from smallest to largest.
From a very large container, we arrived at a small one.

- This is how boxes and dolls continue to be opened and matched, sorting them according to their:
Kingdom
2. Division
Type
4. Class
5. Order
6. Family
7. Gender
8. Species
9. Breed; finally, my dog

These are the titles of each of the 10 dolls, meanwhile in the Chinese box only
we found 5, the other 5 of the dolls is to indicate to the child that the search does not end
there, but it continues.
 Final explanation:

- We should always start with the presentation of an animal.

- The important thing is to show him how to find out what the animal belongs to.
that he works for himself.
- This classification follows the evolution and sensorially shows the diversity between
types, classes, orders.
- The order of the guide table is an example of a possible 'circle' presentation to the
children.
Example: Kingdom: Animal
Division: A (uppercase letter) = A chordates
Type: IV (Roman numeral) A IV vertebrates
Class: a (lowercase) = A IV a
Orders: 2 (Arabic numeral) A IV a 2
Family: (For reasons of simplicity, it has not been seen)
necessary gender include them in the material

The child, when working with this material, does not necessarily have to memorize all of that.
rankings, although it works with them for a year.
The children who study it well will be able to make the tree of life, which will stimulate the child.
to learn and study them.

AGE: 9 to 10 years

NOTE: VARIATIONS IN CLASSIFICATION

In the most modern zoology texts we find the following variations:
- The term "Invertebrates" (A) is not present.
- so the rankings come differently:

BEFORE NOW EXAMPLE

Division Type B Chordates
Type Sub-kingdom A-I Protozoa
the term "Vermi" A-IV it is no longer accepted
Class Sub-type from B-I to B-IV Chordates
Class Type from A-I to A-I-d Protozoa
Class Type A-IV-a, c, d Rotifers
Roundworms, flatworms
Class Subclass from B-IV-c-1 to B-IV-c-4
Order Suborder B-IV-f-10 Pinnipeds
B-IV-f-14 Prosimian
 THE STUDY OF NATURAL SCIENCES
CLASSIFICATION OF THE CORDATE DIVISION

KINGDOM DIVISION TYPE CLASS ORDERS

ANIMAL KINGDOM

A. No Chordates
B. Chordates
B.I Adelocordates
B.II Urochordates
B.III Cephalocordates
B.IV Vertebrates
B.IV.a Cyclostomes
B.IV.b Fish
B.IV.b.1 Selaceos
B.IV.b.2 Ganoid fishes
B.IV.b.3 Teleosts
B.IV.b.4 Dipnoides
B.IV.c Amphibians
B.IV.c.1 Nicknames
B.IV.c.2 Anurans
B.IV.c.3 Urodeles
B.IV.d Reptiles
B.IV.d.1 Ophidians
B.IV.d.2 Saurians
B.IV.d.3 Crocodylians
B.IV.d.4 Queloids
B.IV.e Birds
B.IV.e.1 Runners
B.IV.e.2 Swimming birds
B.IV.e.3 Ciconiformes
B.IV.e.4 Galliformes
B.IV.e.5 Columniformes
B.IV.e.6 Passeriformes
B.IV.e.7 Pisiformes
B.IV.e.8 Falconifores
B.IV.f. Mammals
B.IV.f.1 Monotremes
B.IV.f.2 Marsupials
B.IV.f.3 Edentates
B.IV.f.4 Rodents
B.IV.f.5 Artiodactyls
B.IV.f.6 Perissodactyls
B.IV.f.7 Proboscids
B.IV.f.8 Insectivores
 B.IV.f.9 Cetaceans
B.IV.f.10 Pinnipeds
B.IV.f.11 Carnivores
B.IV.f.12 Bats
B.IV.f.13 Sirenids
B.IV.f.14 Primates

MATERIAL OF THE CIRCLE OR THE CHINESE BOX

Classification of zoology by its characteristics:

CODE CLASSIFICATION ANIMAL OF

EXAMPLE
Kingdom Animal Several figures
A Division No Chordates Crab of
march
B Chordates Hail

A-I Type Protozoa Amoeba

A-II Porifera Sponge
A-III Cnidarians Medusa and Hydra
A-IV Annelids or worms Nereida
A-V Arthropods Lice
A-VI Mollusks Snail or squid
A-VII Echinoderms Starfish

B-I Adelocordates _______________

B-II Urochordates Sea syringe
B-III Cephalocordates Lancet
B-IV Vertebrates Man

A-I-a Class Ciliates Ciliated

common
A-I-b Sporozoites Cause of malaria
A-I-c Flagellates Cause of evil
A-I-d Sarcodarians Amoeba

A-II-a Dermasponge Protruding sponge

A-II-b Calcium Neptune Cup

A-III-a Anthozoans Madréporas, corals

A-III-b Scyphozoans Medusa
A-III-c Hydrozoans Hydra

A-IV-a Quetopods Common worm

A-IV-b Discophoros Leech
A-V-c Nematomorphs Trichinella Spiralis
A-V-d Platyhelminths tapeworm

A-V-a Myriapods Centipede

A-V-b Arachnids Spider
A-V-c Crustaceans Lobster
A-V-d Insects Ant or fly

A-VI-a Headless Seashell

A-VI-b Cephalopods Squid
A-VI-c Gastropods Snail or pill bug
A-VI-d Afineuros Flattened mollusk
A-VI-e Scaphopods Dentalium

A-VII-a Holothuroides Sea cucumbers

A-VII-b Crinoids Sea lilies
A-VII-c Ofirios Ophiura
A-VII-d Asteroid Starfish
A-VII-e Echinoderms Sea urchin

B-IV-a Cyclostomes Lamprey

B-IV-b Fish Shark
B-IV-c Amphibians Frog or salamander
B-IV-d Reptiles Crocodiles
B-IV-e Birds Sparrow
B-IV-f Mammals Man, horse,
pig or dog

A-V-d-1 Orders Tisanuros Silverfish

A-V-d-2 Hemiptera Cicada
A-V-d-3 Orthoptera Grasshopper
A-V-d-4 Neuropterans Antlion
A-V-d-5 Diptera Moscow
A-V-d-6 Lepidoptera Butterfly
A-V-d-7 Hymenoptera Bee
A-V-d-8 Beetles Beetle

B-IV-b-1 Selachians Shark

B-IV-b-2 Ganoids Sturgeon
B-IV-b-3 Teleosts Tuna
B-IV-b-4 Dipnoe Protopter

B-IV-c-1 Nicknames Worm

B-IV-c-2 Aurios Frog
B-IV-c-3 Urodeles Salamander

B-IV-d-1 Ofideos Snake

B-IV-d-2 Saurians Firefly
B-IV-d-3 Crocodilians Crocodile
B-IV-d-4 Quelóneos Turtle

B-IV-e-1 Runners Ostrich

B-IV-e-2 Web-footed Duck
B-IV-e-3 Ciconiformes Flamingo
B-IV-e-4 Gallinaceous Pheasant
B-IV-e-5 Colombaceous Pigeon
B-IV-e-6 Passeriformes Sparrow
B-IV-e-7 Climbers Woodpecker
B-IV-e-8 Birds of Prey Eagle

B-IV-f-1 Monoterms Platypus

B-IV-f-2 Marsupials Kangaroo
B-IV-f-3 Malocclusions Anteater
B-IV-f-4 Rodents Squirrel
B-IV-f-5 Artiodactyls Cow
B-IV-f-6 Perissodactyls Donkey
B-IV-f-7 Proboscideans Elephant
B-IV-f-8 Insectivores Top
B-IV-f-9 Cetaceans Whale
B-IV-f-10 Pinnipeds Seal
B-IV-f-11 Carnivores Tiger
B-IV-f-12 Bats Bat
B-IV-f-13 Sirenians Manatee
B-IV-f-14 Lemurids
B-IV-f-15 Primates Monkey, ape

TREE OF LIFE:

Family Carnivorous Plant Bear

Carnivores Mongoose or Ichneumon
Worm Butchers Turón
Canines Dog
Butcher Hyena
Felines Tiger

Gender Bear
Mongoose
Turón
Hyaenas
Felines
Dog
 THE TREE OF LIFE

INTRODUCTION:

When the children have worked well with the Chinese box and are familiar with the different
Characteristics of animals transitioned to the tree of life, which represents a synthesis of the Chinese box.
with all its characteristics; it's as if we showed the entire extended box.

MATERIAL:

- 2 large posters representing the 'cordados' and the 'non-cordados'.

- A large box where a line is painted at the bottom that represents the synthesis of the tree e
Interrupting this line, there are wooden boxes where the figures of the Chinese box are kept.
just that...
. circulated with a red line
. it decreases in size as the kingdom specifications increase,
division, type, class, etc.
He/She/It divined Kingdom
n

Type

Class and
e
c.
- Also the arrows with which the child points to what he wants to study.

PRESENTATION:

1st. The large poster is spread out on a big table or on the floor.

Second. It is explained and indicated what it represents:

. A tree is the whole plant.
. Its branches
. Circular spaces where these figures will be placed which will serve as their
flowers.
These tree rings are the same as those in the Chinese box (shown), in them they are
writings their divisions, types, classes, orders and for some orders we have their
families and gender.

3rd. The circles are given to the children and they place them in their place and say their
features.
. First, they put on the circle of the kingdom and explain it, the same is done afterwards with the
divisions, type, class, order, species, and genus.
NOTE: In the material there are also empty circles for the child to explore and create the order or
missing family.

4th. Then the child takes the figure of the animal they want to study and we analyze it by discovering the tree.
Genealogy of an animal, so first choose the circle of the species, then that of the order which is a
a little bigger and so on until completing the 6 circles, one on top of the other.
NOTE: First, one moves from the general to the particular and then from the particular to the general.

- KINGDOM
- DIVISION
- TYPE
- CLASS
- ORDER
- SPECIES
- GENRE - photo of my dog

11 years
 RULES THAT GOVERN LIFE

INTRODUCTION:

What is biology?

When we teach biology, we must not forget that it should be given as a help to life, it is for
this that first when entering biology we have given the line of life and with it we have seen a
general picture of life.

We have seen with the child some struggles for existence and how they have brought balance to life,
has seen your continuous progress.
They have seen that there are laws that we must obey, laws that are part of life itself.
and that all human beings strive to maintain them, because through them they save the species,
they have also understood that in life what matters is to discover that each being with its intelligence
continues the environment and improves the chances of life for its species and for the species that
they will come.
We have helped him understand that to survive, each species must have the possibility of adaptation.
the environment is capable of changing; if it does not change, it disappears.
We have also helped the child understand that it is actually the new generations that have
the ability to adapt more to the environment is the part that Dr. Montessori calls: "THE PART
SPIRITUAL OF LIFE.
Now that we are at the end of this work, we will go into true biology.
This work is parallel to the 'Tree of Life' and goes from 10 to 11 years.
Biology is the science that studies living beings.
Relatively recently, its study has begun and it has been very important, it has been divided into
various branches: embryology, anatomy, physiology, genetics, and many more.
The word BIOLOGY comes from: BIOS = life
LOGOS = study
PRESENTATION:

Both plants and animals are living beings and it is said that they belong to the living world.
organic, because in order to live, they must possess organs.

There is also a lifeless world called the mineral or inorganic world; this includes all the
metals or simple bodies.
These metals or simple elements combined in different ways have given rise to all the
substances that make up our earth; but the most important thing is that the entire cosmos, stars,
galaxies are formed from these simple elements.
These simple bodies at a certain moment, through a chemical process still mysterious today, have given
origin of life or, in other words, a small cell made up of protoplasm or living substance.
That is why it is said that the cell is the fundamental element of all living beings and plants.
think that life began with a plant cell.

WHY IS IT THOUGHT THAT LIFE BEGAN WITH THE PLANT CELL?

Vegetables have a special power; they absorb minerals from the air and water.
also called inorganic substances and transformed them into organic substances (starch) and
successively the protoplasm of which the cells of plants are formed, transformed them
in gases (oil), in sugars (fruits, sugar cane, beet roots) and in proteins that are
more complex substances than we know, they contain: carbon, hydrogen, oxygen,
sulfur, sulfate, phosphorus, etc. and metals like iron.
All these substances also serve partly to the plant, but a part is accumulated as
it reserves and provides nutrition to the animals that do not have the power to carry out this transformation and
they need to find ready organic substances.
We do not know how life was formed until now, but we know how life is preserved and
reproduce.

HOW IS LIFE ASSURED TO ANIMALS AND PLANTS?

We have seen that the birth of life is still a mystery, but we know quite well how
is preserved and reproduced; through:
A) Functions of the vegetative life;
B) Functions of social life.

I. THE CONSERVATION OF LIFE IS GUARANTEED BY:

A) THE FUNCTIONS OF VEGETATIVE LIFE.

This is about the possibility of constructing a new protoplasm (new cells) adapted to each
organism because every living being needs it, since a quantity of it is consumed and the
cells die needing to be replaced; particularly the individuals who are in
growth requires more protoplasm.
The construction of protoplasm is ensured by NUTRITION that comes through:
1) Respiration, which is the production of new energy.
2) Digestion, which is the introduction and transformation of food.
 3) Circulation, which is the distribution of digested food to all parts of
body.
4) Excretion, which is the expulsion of waste.
5)

B) THE FUNCTIONS OF RELATIONSHIP LIFE: that is to say:

Possibility of discovering the best environment to live in.
Possibility of being able to defend oneself.

These two functions, in turn, ensure that:

a) MOVEMENT. To find the best environment and to
defenders need to move.
b) SENSITIVITY. This is the ability to perceive stimuli and
to be able to react to it.

II. THE CONSERVATION OF THE SPECIES OVER TIME,

IT IS GUARANTEED BY:
A) REPRODUCTIVE FUNCTIONS:
The production of a large number of new beings and the possibility of caring for and protecting them
new beings.

All these functions are called VITAL FUNCTIONS.

Now we will see how vital functions develop in animals.

The material being worked on has been created by fifth-grade children from the school.
Montessori in Bergamo, Italy.
We will analyze the points mentioned below and see how each new animal
it represented a further degree of development and refinement, it is possible to observe a great passage
from the tiniest and most defenseless little animals to the transformation of animals that love and
they take care of their offspring.
The teacher will explain each point, providing the specific characteristics of each animal. At the end, they will
you can make a vertical study of all the functions of each animal; as you go making the presentation,
the comparison is made with the life line at the moments when they started to appear
various species.
At the beginning of each point, a general explanation or definition of the function will be given before moving on to the
particularities in the species.
1. Breathing
2. Digestion (complete)
3. Circulation
4. Skeleton and Muscles
5. Nervous System
6. Reproductive Mechanisms
7. Care of the offspring
 VITAL FUNCTIONS OF PLANTS AND ANIMALS

Breathing
Functions of life Digestion
I. Vegetative conservation = NUTRITION
Circulation
of LIFE, is Excretion
guaranteed by:
Functions of life Mobility
of relationship Sensitivity

II. Conservation Functions

Reproduction
of the SPECIES, they are breeders
guaranteed by:
 VITAL FUNCTIONS OF PLANTS

I. FUNCTIONS THAT GUARANTEE LIFE

A. FUNCTIONS OF VEGETATIVE LIFE:

We will use posters that show us the needs of the plants.

BANNER #1. THE NEEDS OF PLANTS

1. BREATHING:
Breathing is a characteristic function of all living beings and consists of taking in oxygen and
eliminate carbon dioxide during the 24 hours of the day.
This oxygen penetrates the body, combining with different materials found in
all living beings and oxidizes the protoplasm giving rise to chemical reactions that are called
oxidations; that is, a combustion occurs which provides the necessary energy for life.
may continue.
This energy is released in the form of heat.
Sometimes the heat is strong enough for our senses to perceive it, other times it is
quite weak that we cannot feel it; on the other hand, animals and plants do not feel it, but
There are always reactions in them that produce heat, because there can be no chemical reaction without heat.
What is a chemical reaction?
We have seen in the experiments, for example, what has been formed with sugar and sulfuric acid or
be the carbon; this is a very important chemical reaction because note that without the fire it forms
the heat. The reaction is a transformation. We have anything that we didn't have before and
All the reactions of beings ensure the continuation of life.
Breathing occurs day and night, and all living beings have an absolute need for it.
oxygen.
What is the respiration of plants like?
Leaves are the main organs of respiration in plants, and for this reason, it is where the
the absorption of oxygen is greater.
Gas exchange occurs through the stomata of the leaves (which are small pores in the
surface of this) or other green parts of the plant, also the water is expelled through the
stomas...

Experiment No. 1: Demonstration of plant respiration.

Experiment No. 2: Plant respiration.
Theme: Radical hairs.

POSTER #2. THE PLANT MENU OR THE NEEDS

2. DIGESTION:
In vegetables, it is very complex, because before digestion takes place, they must be transformed.
the inorganic substances to organic.
How is the transformation carried out?
In order for such transformation to change the liquids that contain nutrients, oxygen and
carbon, they must be found and joined, the meeting takes place in the leaves, that's why the leaves expel the
liquids.
The root has a great amount of work in the plant, for now we are interested in the
digestion.

We observe in poster 2 the roots, at the end of their branches there is a word written,
each word represents the name of a salt that the plant needs to live.
The main ones, the essentials are:
N = Nitrogen
Mg = Magnesium
Fe = Iron (If plants do not have iron, they would turn white)
Ca = Football
K = Potassium
F = Phosphorus
S = Sulfacio
Cl = Chlorine
Na = Sodium

These minerals can penetrate the roots but must be dissolved and must reach the leaves.
The leaves perform a magnificent job that is the transformation of inorganic substances into organic ones.
The function of dissolving corresponds to a special part of the roots; to the 'Absorbent Hairs'.
These hairs are from the epidermal cells of the root that have an elongated shape; their lifespan is
short, because they develop only at the tip of the root and gradually as the root grows, the
cells disappear.
Roots in poor and dry soils have more absorbent hairs than those in places
rich in humus and do not exist in aquatic crops.
These absorbing hairs emit carbon dioxide, which when combined with the water that
it finds in the ground, transforms into carbonic acid, and thus dissolves the salts, the particles of
land of earth, united with the hairs and the mineral substances, in such a way dissolved that they are
introduced into the root with the water.

Experiment No. 3: THEME: "Absorbent Hairs"

Experiment No. 4: THEME: 'Root formation in water'
Experiment No. 5: THEME: 'Acid reaction of the absorbing hairs'

BILLBOARD #3. WATER HUNTERS

Water is one of the vital elements for the plant, which is why the roots extend in search of
humidity and they descend through the earth changing direction according to the location of the water.
But if for any reason, the water is on one side, the roots tend to grow towards that.
place.

Experiment No. 6: THEME: “Directions of the root”

 BANNER #4. A MALLET ON THE ROAD

The roots on their way to reach the water extend without anything to stop them.
If they encounter obstacles, they push them aside, and if they cannot overcome them, they go around them.
The root, in its quest to reach the water, is not hindered by obstacles; it always overcomes them.
divert.
BILLBOARD #5. GIVE DRINK TO THE THIRSTY

The most important thing when growing plants is that they have water and that it reaches the
extremity of the roots.
To realize the extent of the roots, it is enough to observe the shape of the plant's 'cup'.
If we have a plant with the leaves glued to the center, the root will be fusiform so it is enough
Water falls all there in the center.
On the other hand, if the plant has its leaves outward, it means that its roots are elongating, then it does not
It needs to be bathed in the center, but also on the entire surface.

Experiment No. 7: THEME: 'Water is necessary for the plant'

BANNER #6. THE NITROGEN CYCLE

FROM DEATH TO LIFE

Before moving on to the ascent of liquids in the plant, we must talk about a special substance that
plant cells possess as an essential element in addition to carbon, hydrogen, and oxygen: the
nitrogen.
Nitrogen is a gas that is found in the air combined with hydrogen, oxygen, and carbon.
This only constitutes 75% of the air; that is why it is very important for the life of the plant.
Nitrogen prevents oxygen from exploding easily.
Nitrogen is also used to make explosives, and the oxygen that is alongside it is
the one who makes it ignite.
Nitrogen explodes and oxygen burns.
Nitrogen is found in large quantities in plants and animals.
It is necessary to explain that in essence, all organic substances, living beings are made of
fundamental elements such as carbon, oxygen, hydrogen, and nitrogen.

When living beings breathe in along with other gases, they also introduce nitrogen, but this does not
it helps them and is expelled again. However, it forms the largest part of our organs; but
to serve, it must come transformed and then it will no longer be pure, it will become a compound
nitrogenous.
We cannot take nitrogen from the air alone, neither can we, nor can animals; plants can.
they obtain from the earth, but how does it reach it? this is the secret, this is all; the nitrogen that is
it finds in the air is transformed by the plant, it elaborates it and then introduces it into substances
organic.

There are special agents that transform nitrogen such as:

Electrical discharges
2. Bacteria contained in the roots of legumes (for example: beans and peas)
3. Bacteria found in decaying substances.

HOW DOES IT HAPPEN?

 1. During storms, there are electrical discharges, this along with water, transforms nitrogen into
an acid, and as such, it penetrates the earth along with water and combines with other salts that are
they are found in the soil and give rise to the nitrogen compound or fertilizer.
A large number of bacteria live in small swellings (nodules) of legumes.
(peas, beans, etc.) These bacteria transform nitrogen into compounds
"nitrogenous" that serve later to the plant.

3. When animals and plants die, the residues gradually decompose and
they transform dead substances into those rich in nitrogen.
Before dying, they were organic substances, now they have become inorganic substances.
part of these substances returns to the air in the form of gas and part of these substances
they return to the air in the form of gas and partially through special bacteria that
they transform into that beautiful black earth that we call 'Humus', which contains all
the necessary compounds for the plant's food and therefore also the compounds
Nitrogenous.

We see on our poster that we have a leguminous plant with small roots, there they are.
contained the bacteria that serve to transform nitrogen, on the other side of the plant we see the
substances in decomposition. All dead beings, the waste decompose.

What does decomposition mean? When substances are living, the atoms are free. Thus, the
organic substance is transformed into inorganic substance, that is, it is transformed into elements
simple, this is decomposition.

Naturally, this decomposition or transformation is a chemical process and every chemical process
produce heat, this is why substances in decomposition carry heat, thus again we
we have mineral salts.

Dr. Montessori says that: "if these wonderful bacteria did not exist, there would be no continuous
transformations from death to life.

BANNER #7. EXIT OF THE NYMPH

PENETRATION AND CIRCULATION OF LIQUIDS

Now that we know how the roots absorb salts, we observe how the liquids come out of the plant.
We find that they can go out because when they are inside, they take on the appearance of a
viscous substance and it is very dense, which prevents the exit.
This liquid truly is not known how it comes out because the explanations are many and very varied.
all together.
We imagine the exit as a bomb, it is like the liquid under pressure that comes out, then the
leaves transpire more when the sun is present (Experiment No. 8: 'Transformation of the leaves') and
they sweat when the sun exists.

We have to leave by:

1. Under pressure
By perspiration
3. By capillarity

In order for the water with dissolved salts to penetrate through the absorbing hairs, attraction must take place.
hair
The vessels through which the liquid of the plant flows are narrow, that's why they are called capillary.
they look like hairs.
The roots, by continuously receiving water from the environment, cause the level to vary
liquid in its different layers.
As the water enters through the absorbing hairs, it passes from layer to layer and the phenomenon continues from
a constant way through all the cells of the tissues of the cortex; upon reaching the
The ascent of the liquid begins in the "parenchyma" (nutritional tissues) and the woody vessels.
establishing a continuous current from the absorbing hairs to the leaves.

Experiment No. 8:

Experiment No. 9:

POSTER #8. THE LEAVES AND THE LIGHT

THE SUN WORSHIPPERS

Why are the leaves high up? Because they need the light which is the ultimate nutrition.
plant, without light there is nothing for the plants, that is why all the leaves of all plants
they were going towards the light.
Light gives rise to the transformation of inorganic substances into organic ones, that is, it gives rise to the
chlorophyll action or photosynthesis.
Why is it called colorophilian? Because chlorophyll is the green constituent of the plant, without which
Without chlorophyll, life would not exist in the world, and it is formed through action.

BANNER #9. SWEATING

Sweating is the function performed by all beings and is manifested through the expulsion of
water.
In a plant, the different organs are traversed by a constant flow of water and nutrients.
minerals.
As salts are absorbed in very dilute solutions, it is necessary for the plant to absorb a lot.
more water than their cells can use.
The excess water is constantly exhaled in the form of water vapor. This evaporation is
caused by the internal temperature of the plant due to the heat of the environment.
Through transpiration, plants improve atmospheric conditions, as they exhale
water vapor accumulates in the high regions of the atmosphere where, due to cooling, it
condenses forming clouds, which later fall in the form of rain.

Experiment No. 10

BANNER #10. PHOTOSYNTHESIS OR HOW IT IS CARRIED OUT

TRANSFORMATIONS IN ORGANIC SUBSTANCES

Here we have represented the sheet on which there is a wonderful chemical laboratory.
We have tried to describe this phenomenon according to the hypothesis of the (German or French) chemist.
Bacyer, Nobel Prize in Chemistry (1817).
Just like the leaves are high up in the tree because they need light to perform their functions,
we can say better that the sheet is a laboratory located on the highest part of the building
What is the tree.
Each leaf is covered with a transparent substance that protects it without taking away the sunlight.
The power plant that provides energy to it is the sun, and that is why the laboratory only operates with it.
light, so only during the day work is done, and at night, 'the factory closes', (it's dangerous to have plants in places
closed and at night they breathe a greater amount of oxygen than we do and release the same amount
of carbon dioxide).
Just as each building connects to the rest of the floors by elevators; in this 'building-'
tree", the elevators are located vertically in the part of the trunk called "CHANGE".
Of these two elevators:
The innermost is larger, it goes through the woody tubes liquid substances from the bottom to the
high; from the root through the trunk to the branches, then to the leaves, and from there to the veins
of the leaves.
The smallest and outer one goes through the liberian or fibrous tubes or vessels; (its word comes from
from Latin 'Cribrum' which means sifted, sieve) and carries the 'Lymph' or substances
organic substances elaborated from the leaves to the other parts of the plant.

To obtain a kilo of this organic substance, it is necessary to have 360 kilos of water, here is the reason for
the diversity of size.
While the smallest elevators (Liberian vessels) carry the transformed "Lymph" to the various
Parts of the plant come from inorganic substances and descend to organic substances.
The elaborated substances are quickly utilized or stored as reserves in the fruit.
flowers, seeds, roots, etc. The elaborated sap is made up of starches from which derived the
vegetables.
Let's take a look at the laboratory operation:
The first workers are the green parts of the plant and their task is to retain chlorophyll.
(Green-Chloros).
Another important factor is the sun, especially sunlight with red and yellow rays.
Water is another important component.

The process of this work is to absorb:

carbon dioxide: through the stomata of the leaves CO2.
And water: through the root.

The plant retains carbon and releases oxygen.

From the water it retains hydrogen and removes oxygen.

Carbon dioxide:
To the right of this poster, at the top, there is a small man who divides the molecules of
carbon dioxide and has two cars, one carries an oxygen atom (CO) to the bottom of the leaf and
it releases it, the other car goes to the center of the sheet (CO2) bringing the carbon and another oxygen atom like this
only carbon dioxide remains.

The water and substances absorbed by the roots:

Water (H2O) also splits; one oxygen atom is released and only Hydrogen (H2) remains.
Chemical reaction:
The boiling pot represents the energy spent in all chemical transformations (development of heat).
Carbon dioxide combines with hydrogen and other salts absorbed by the roots, in the pot where
the chemical reaction is represented by a large pot that produces heat.
Thus considering the symbol of heat as , we obtain: (CO2+ (o + o)
Water also transforms (Man separating oxygen and water) H2O + H + O2
Oxygen (O) molecules combine, obtaining pure oxygen that is released into the atmosphere.

O: Sale outside
A) C O2 Separate the 2
molecules of O
CO
2
Pure Oxygen
H2 (Hydrogen)
B) H2O
O Sale outside

Combustion:
In the pot, there is a combustion which is a chemical reaction that means that in the end we will have
a new organic substance; in this case we have:
Carbon dioxide CO
And Hydrogen H2
If we add them up, the children would say we have COH2, only that their correct way of writing it is:
C H2O that is the FORMIC ALDEHYDE (it is sold in pharmacies and can be given to children to try)
This substance that comes out of the pot takes a long journey, the molecules join together in groups of six forming
a new combustion and with it a new substance sweeter called glucose 6 (C H2O) and the
The new formula written correctly is: (C 6 H 12 O 6) (it's good to let them try it).
This goes into the oven and as it heats up, it loses a bit of water and so when it comes out it is:
(C6H12O6) – H2O = C6H10O5
Thus we have a new organic substance that is finally starch.
Here we have your work where inorganic substances are transformed into organic ones for
then pass to digestion and circulation that transports these substances throughout the plant.

Last process:
It is made to understand that the plant, like us, needs substances to live, which is why it is
What happens is that this transformation, when it comes, digestion begins; there are the ferments.
special ones like those we have in our stomach to digest, that turn starch into liquid for
to be able to penetrate all parts of the plant and here comes the final process; starch is transformed
In proteins, these are living substances that are the protoplasm, which is what forms the living cell.
and it is the same in plants and animals since all animal and plant cells are made of
protoplasm.
This work of transforming liquid substances into protoplasm is done by the plant cells.
as much as that of animals; but not all the liquid is transformed into protoplasm; part of it goes
as reserves, for example we have fruits, potatoes that are starch reserves, a part goes to the
seeds because it is the reserve material that will nourish the plants when they are born. And this material comes
transported from this small elevator that represents the circulation that occurs in animals.
There are substances that harm them, dead cells, but animals get rid of them through.
from excretion, in plants as we have seen, they send out carbon dioxide through the
stomas, but these substances, which are the residue, are discarded in the autumn when the leaves fall.

EXPERIMENTS No. 11, 12, 13, 14, and 15: Digestion

C) FUNCTIONS OF THE LIFE OF RELATION

What are those substances?

1. Possibility of discovering the environment better.
2. Possibility of being able to defend oneself.
For vegetables, the possibility of finding a better environment to live in is easier than for the
animals because they do not have the organs of movement of these; plants move, but their
movements are more limited. Vegetables have sensitivity, but not like that of animals.

Another need is to support oneself, animals have a support, although they are not just skeletons they have
something that keeps them standing.
Plants also exhibit movement, sensitivity, and support.

POSTER #11. FIVE DIFFERENT WAYS OF DISSEMINATION

The seeds must go as far away as possible from the plant that has generated them, in order to propagate.
In our poster, let's look at the various types of dissemination or insemination of plants.
imaginative representation of Dr. Montessori

1st. They are dispersed by animals; some of them, by eating fruits, eject the seeds in
a distant place, we call this dissemination 'SOCORRA' (the name that comes from
Greek ZOO = animal and CORA = space.

2nd Another dissemination is by the wind; which carries the light seeds from one distant place to another,
here we see how they would wear parachutes and we call it dissemination 'ANEMOCARA' (the
name comes from ANIMOS = wind and CORA = space.

3rd Other types of seeds are spread by the explosion of the place where they are found; the sack is
break and send the seeds to distant places, for example, the nettle, to this type of
dissemination is called 'DISSIMINATION DEIRCENTE' (its name comes from Greek =
explosion).

4th Seeds are also spread through water that carries the seeds over long distances.
distances and it is called dissemination 'HIDROCORA' (its name comes from the Greek HIDROS
= water and CORA = space).

5th Another very special type of dissemination is that which occurs with the seeds that propagate in
the clothes.
 POSTER #12. WAYS TO SUPPORT PLANTS

Generally it is through the trunk, but it is not always enough and sometimes it
they transform the leaves into special parts that serve to stick to a support or otherwise, the stem itself
gets tangled in a bra.
There are others that develop but drag on the ground.

POSTER #13. HOW PLANTS RISE OR

LIKE THE POLES OF A TENT

The roots anchor the plant to the ground.

Just like the children in this poster; who hold them so they don't fall or lean due to the wind.
and other effects, these roots are like the poles of a tent.

POSTER #14. AS IF I HAD HANDS THAT STOP

TERRACE FOUNTAINS

When there are no trees, water carries the seeds and gradually only rocks are left, when there are
vegetation this does not happen, as the roots form a kind of network that holds the soil, we have
as a result; an accumulation of earth layers, a kind of staircase that demonstrates this
detention of the land.

It is a kind of mountain of different levels that hold water on each terrace, when
It rains like a fountain and thus keeps the plant wet and alive.
Plants produce immense amounts of inorganic substances and they produce them as
reserve substances in fruits, roots, etc. man takes his food from here.

POSTER #15. THE DEFENSE OF PLANTS AGAINST

ANIMALS AND THE ENVIRONMENT

Plants with their organs defend themselves from the climate and animals; for example, there are plants that:

To defend oneself from animals:

- The leaves turn into thorns.
- Others produce poisonous substances to animals and they avoid them (example: the
cow).

To defend against the weather:

- The trunk becomes wider and retains water, this is a characteristic of the plants of the
desert.
- To defend themselves from winter; they lose their leaves before it begins.
 - Another system to defend against the cold is the development of pines that do not consume much.
water.

REPRODUCTIVE FUNCTION
SPECIES CONSERVATION

In plants, there are 3 different ways for species conservation.

a. Vegetative life
b. Asexual life
c. Sexual life

a) The vegetative life is the reproduction of the species through

same plant (Example: the potato with its sprouts or putting a plant in water).
b) Asexual life or by pigmentation; it is by self-division, this is
typical of unicellular animals and plants.
c) Sexual life; here it is divided into two types:
Alternating sexual reproduction.
2. Complete sexual reproduction.

POSTER #16. ALTERNATE SEXUAL REPRODUCTION

1. The alternating one is found in lycopods; in the poster it shows us the leaf viewed from the side.
back and you can see their spores are alternate leaves, here are boxes where they are stored
spores.
The second sheet opens the box and releases the spores, then it transforms until it forms.
the leaf which generates some "hairs" that will later turn into roots, then these originate to
the male and female organs; this is how fertilization occurs and then the plant originates
new, that is the new fern.

POSTER #17. COMPLETE SEXUAL REPRODUCTION

THE LOVE OF PLANTS

In plants without corolla (gymnosperms), the spores are found separated, sometimes in the same
plant and sometimes in different plants; since they do not have a corolla, they cannot reproduce through the
animals but of the wind, that is why they produce a large amount of pollen.
Dr. Montessori speaks of a kind of love that exists in plants and in the insects that
they visit, with flowering plants; it is necessary for the child to understand that not all animals go to all
the flowers, but each flower has its animals, due to the shape of their corollas, color, and fragrance to
attract animals and in its depth the chalice produces a nectar (which was the drink of the gods
Greeks) and while the insects drink the nectar, the pollen sticks to their legs and these animals, when flying
They transport it from plant to plant and leave it on other plants, and when the pollen reaches the pistil, it searches for the
the egg that is fertilized and now the corolla falls, since it no longer needs the insects.
Thus we see that in plants as well as in animals there is also fertilization.

Upon fertilization, the ovary transforms into a seed and within it lies what will give rise to the
new part (the embryo) and the one that will provide nourishment to the plant is called 'ALBUMEN OR COTYLEDON'
(a seed is shown, some have two cotyledons and are called 'DICOTYLEDONS'
(we show a bean), others with a single cotyledon are called 'MONOCOTYLEDONS'.

Some are so small that it is difficult to classify which of the two plants they belong to, so they are
they give various seeds for her to classify.

As the cotyledons are necessary for the nourishment of the new plant that is hidden in its
interior.

In some cases, the seeds are covered by the fruit which serves as protection for the seed, otherwise
food attraction for the animals and thus transports the seeds.

POSTER #18. COME MY SON

In plants, there is no care for the offspring; but they have special methods to conserve the
species.
Flowerless plants produce a large amount of pollen; in plants with complete flowers, the
The production of pollen is very remote, because it is carried out by animals.

CONCLUSION

Maria Montessori considers the plant from a synthetic point of view; one part of the plant is linked to
indivisible bacteria and another one, linked to the sun.
We need to observe the plant for a long time; The tree is essential for animal life in the
earth.
It retains rainwater, absorbing part of it and gradually expiring the rest.
Plants produce enormous amounts of inorganic substances and they produce them as
reserve substances in fruits, roots, etc. man obtains his food here.
Fruits that contain medicinal fats, etc.
Everything happens in this wonderful tree, all the plants produce as many substances as if they were
industrial
Charcoal and wood are brought into our home in the form of heat, the vigorous plants.
they tend to do simple work.
The corals that build continents are not a conscious work, but they contribute to life.
living beings, take things (Cosmic work).
The child must understand that: "THE STUDY OF BIOLOGY IS THE STUDY OF
SET OF LIFE.
 VITAL FUNCTIONS OF ANIMALS

INTRODUCTION:
Now we will see how vital functions develop in animals.
The material being worked with has been created by 5th grade children from the Montessori school,
in Bergamo, Italy.
We have a line, in it all the classification of the animals we have studied; in it we have
a red line that serves to separate the 'Cordati' from the 'No Cordati'.
We will analyze the points mentioned below and see how each new animal
it represented a further degree of development and refinement, it is possible to observe a great passage
from the tiny and defenseless little animals to the transformation of animals that love and
they take care of their children-offspring.
The teacher will explain each point, giving the specific characteristics of each animal; at the end, she will...
you can make a vertical study of all the functions of each animal; as you go making the presentation,
a comparison is made with the lifeline at the moments when they appeared
various species.
At the start of each point, a general explanation or definition of the function will be given before moving on to the
particularities in the species.
Breathing
2. Digestion (complete)
3. Circulation
4. Skeleton and muscles
5. Nervous system
6. Reproductive mechanisms
7. Care of the offspring

PRESENTATION:
I. FUNCTIONS THAT GUARANTEE LIFE

A. FUNCTIONS OF VEGETATIVE LIFE:

1. BREATHING:
It is recalled what breathing is.
We see how the breathing of each animal is:
Protozoa, Porifera, and Cnidaria: do not have special organization for
breathe, they breathe with their whole body.
Porifera: they have pores through which water enters and exits, retaining oxygen and the
nutritional substances.
Worms or Annelids: They breathe through gills, when they do not breathe with the
gills, breathe with the whole body through the skin.
Arthropods: they breathe through tracheae, only some have a kind of
lung sac and we see them in some spiders.
Mollusks: they breathe through gills or by means of a pulmonary sac.
Echinoderms: they breathe through a complicated system of channels called
aquifer.
We have seen that in invertebrates there is no true respiration or respiratory system.
Now we will see the chordates:
Cephalocordates: they breathe through gills.
Cyclostomes: they breathe through gills.
Fish: breathe through gills.
Amphibians: as juveniles they breathe through gills, and then through lungs, but
They are not true lungs but air sacs.
Reptiles breathe through lung sacs.
Birds have true lungs, having underneath them sacs called air sacs.
they always have air and make it light, they communicate with the bones.
Mammals: they have a complicated structure, in addition to the thoracic cage they possess the
diaphragm.

2. DIGESTION:
We begin with the simplest of organisms, which is:
The amoeba: it moves like it walks with a kind of foot called 'Pseudopod' that opens
and closes to take the food; this movement is called 'Phagocytosis'. To be
the digested food needs special ferments, as the amoeba possesses them
Naturally. The simplest digestion is found in the simplest bodies and
the most complicated in the most complicated beings.
Poriferans: water enters through the same cell, carrying oxygen inside.
the food. The animal retains what is necessary for it and after an opening
In a call osculum, the waste is expelled.
Cnidarians: They have a sac called a coelenteron that has only one opening.
Worms: they are the first to reach perfection, they have a digestive tube with
mouth and anus.
Arthropods: They have a mouth that allows them to digest because they chew, they have a
more complete digestive system and have glands that secrete gastric juices.
Mollusks: They have a complete digestive system with more developed glands.
Echinoderms: They have a mouth and anus.

Chordates:
Cephalocordates: The complete digestive system is more developed.
Cyclostomes: The digestive system is very developed, with a mouth.
Fish, amphibians, reptiles, birds, mammals: They have the entire digestive system:
stomach, esophagus, etc.
The birds have transformed their mouths into beaks, with the crop doing the work of the
mouth

3. CIRCULATION:

It is very important because when food is digested, it must be transformed to nourish.

all parts of the body, for this all animals must have a transport system.
In Protozoa, porifera, and coelenterates: there is no true circulation,
they are movable cells to transport food.
The Worms: they are the first to have a circulation system, a kind of
blood that goes throughout the body through capillary vessels, they contain a pigment
that contains copper.
 In long worms and some mollusks: we already find a principle of blood.
with hemoglobin, that is, red pigment, but up to chordates, all systems of
circulation is open.

Chordates:
At first, they have a simple closed circulation.
Fish: they have two cavities.
Amphibians and reptiles: they have three cavities.
Birds and mammals: they have four cavities.
All chordates have red blood with hemoglobin, even before the bird,
they have blood at room temperature.

B. FUNCTIONS OF VEGETATIVE LIFE:

Support
2. Movement
3. Sensitivity

1. Support and Movement:

Many animals have skeletal support in various forms, which can be internal or external.
The external support serves as assistance and protection for the soft part.
Only in chordates do we have a true cord just like muscles.
The bones serve for support and the muscles for movement. There are small organs of
movement that contracts even in lower animals, in protozoa, but for
to find true muscles, we must look at the worm.
In all animals, whether muscles or bones, things become more complicated and when we reach
The chordates see a true rope.

2. Sensitivity:

In this line, the progress of the nervous system is seen.

Protozoa and sponges do not have sensitivity, only irritability.
Cnidarians have small nerve cells enclosed in their walls.
Worms, the first nervous system, there is no brain but ganglia.

Chordates:

Cephalochordates have a point that is the beginning of the brain.

Vertebrates, complete nervous system, but developed in a different way.
We have a central nervous system, made up of different parts; we need to reach
Mammals have two cerebral hemispheres, called 'Telencephalon'.
The other animals are not much developed in this and more for sensitivities.
In vertebrates, we see the development of the spine, the system of the 'Great
"Sympathetic" that presides over all the vegetative functions that do not depend on our will.

II. FUNCTIONS THAT ENSURE THE SPECIES

REPRODUCTION
NOTE FOR THE TEACHER: There has been talk about the organs of reproduction along the lines of
life, we have talked about reproduction in plants, we have
make the child understand that it is not only the struggle, but love that
the conservation of the species is linked to reproduction.
It is important that you understand this act of life as important as
natural.
This act should be discussed openly using scientific terms,
well, the child has confidence in us and when it is established,
the children come to ask, to express their doubts, to which they
We must respond clearly by being precise and respectful.

Both animals and plants, each being comes from a cell and it is this that ensures the
continuation of life.

Life needs to create new individuals and now it resorts to the union of two cells that meet.
They join and combine their material from their cores before dividing. Each cell produces two cells.
daughters.
Then it moves on to true sexual reproduction with internal or external fertilization.
The sexes can be separated or not.
There are many animals that possess both male and female parts and are called 'Hermaphrodites'; the
snails belong to them.

- Vertebrates:
Fish have separate sexes, females lay a large number of eggs, the
a man passes over the eggs and leaves a fertile substance called sperm, thus
fertilization occurs and the development of the embryo begins, so fertilization is external
and for which many eggs are needed because not all come fertilized and
Others are eaten by the fish. It is estimated that the female cod lays 5,000,000.
per month, if most of the fish were not eaten, in 6 years the Atlantic would be
full of them, the small ones are abandoned and serve as nutrition for others
fish.
After fish, almost all other vertebrates have internal fertilization.
there are men and women; separate sexes and a diversity of colors. Men are
more beautiful, but they have a beautiful voice.
Both higher animals and higher plants, the male possesses the
sperm that must fertilize the egg that is in the woman's body, in
a place called ovary, when the sperm comes into contact with the egg the
fertilization takes place.
The development of the embryo is well observed in birds because it comes outside of the
mother's body.
- Neither birds nor mammals abandon their young, but rather they live educating them and
taking care of them until they can take care of themselves.
 COMPARATIVE STUDY OF THE VITAL FUNCTIONS OF ANIMALS

A. Nutrition:
1-A. PROTOZOA:

There is no device for nutrition.

The cell surrounds the food and absorbs it.

2-A. SPONGES:

There is no device for nutrition.

Water with food enters through the cells.
flagellated and waste products exit through
from an opening called the "osculum".

3-A. CELENETRADOS:

They possess a digestive sac called 'Coelenteron'; no

they have an anal opening. The coelenterate often divides
in more than one 'Chamber'.

4-A. WORMS:

They possess a complete digestive system that is

composed of a straight tube with mouth, anus and
glands that secrete digestive juices.

5-A. ARTHROPODS:

They have a complete digestive system with a mouth.

provided with different jaws.

6-A. MOLLUSKS:

They have a complete digestive system. Some have

a mouth suitable for chewing.

7-A. ECHINODERMS:

They have a complete digestive system.

 8-A. CEPHALOCHORDATES:

They have a complete digestive system.

9-A. CYCLOSTOMES:

They have a complete digestive system with a mouth.

suction cup with which they adhere to the prey.

10-A. FISH:

They have a complete digestive system, with a mouth.

terminal or ventral.

AMPHIBIANS:

They possess a complete digestive system, with a very mouth.

developed.

12-A. REPTILES:

They have a complete digestive system with a very mouth.

developed.

13-BIRDS:

They possess a complete digestive system; the mouth is

transformed into peak and the "gizzard" replaces the
teeth.

14-A. MAMMALS:

They possess the most highly developed digestive system

developed, including all glands and organs
necessary for chewing, salivation, movement
of the food, its transformation, absorption y
waste elimination.
B. RESPIRATION:

1-B. PROTOZOA:

They lack specialized organs for respiration.

This occurs throughout the entire surface of the body.

2-B. PORIFERA:

Breathing occurs on the outer surface of the

cells that line the pores.

3-B. CELENETRADOS:

Breathing occurs throughout the surface of the body

including the surface of the coelenteron.

4-B. WORMS:

They breathe through gills and through the

epidermis.

5-B. ARTHROPODS:

Almost all breathe through gills and tracheae.

6-B. MOLLUSKS:

They breathe through gills or lung sacs.

7-B. ECHINODERMS:

They breathe through a complicated aquifer system.

vascular.

8-B. CEPHALOCHORDATES:

They breathe through gills.

 9-B. CYCLOSTOMES:

They breathe through gills.

10-B. FISHES:

They breathe through gills. Some of them

they also have a type of lung with which they can
temporarily use atmospheric oxygen.

11-B. AMPHIBIANS:

During the first part of their life, they breathe through

from gills, and when they are adults, through
very sensitive lungs in the shape of sacks.

12-B. REPTILES:

They breathe through two very lung sacs.

simple.

13-BIRDS:

They breathe through real lungs. They have

two bags with hollow bones that also contain
air and makes them light to fly.

14-B MAMMALS:

The digestive system is complete, including the larynx,

trachea, bronchi and lungs.
C. CIRCULATION:

1-C. PROTOZOA:

They do not have a circulatory system. Water penetrates into the

body carrying oxygen and food and exits along with
the waste.

2-C. PORIFERANS:

They do not have a circulatory system; however, the water

containing oxygen and nutrients enters the body
where the flagellated cells move the water and the
they throw away the waste products.

3-C. CELEBRATED:

They do not have a circulatory system. The water they contain

oxygen and nutrients are drawn in through the mouth and its
channels and taken inside the refrigerator to be later
expelled taking the waste products.

4-C. WORMs:

They have various forms of circulation. Some

animals have a kind of blood and a system
internal circulatory.

5-C. ARTHROPODS:

They possess a circulatory nervous system with cavities.

vascular.

6-C. MOLLUSCS:

They have a small heart, a bluish liquid that

it can call blood; however, the system is still
vascular sen
 7-C. ECHINODERMS:

They have a circulatory system called water-vascular.

A colorless liquid flows through channels in the
bodies of these animals.

8-C. CEPHALOCHORDATES:

It is the first animal that has a true system.

closed circulatory. The blood still has no cells
red blood. The blood is at temperature
environment.

9-C. CYCLOSTOMES:

They have a simple closed circulatory system with a

heart. The blood contains red blood cells.
The blood is at room temperature.

10-C. FISHES:

Like all aquatic vertebrates, they possess a

simple circulatory system and blood at temperature
environment.

11-C. AMPHIBIANS:

Like all terrestrial vertebrates, they possess a

double circulatory system, although theirs is
incomplete. The blood is at room temperature.

12-C. REPTILES:

They have a double circulatory system that is

incomplete, except for the crocodile that has a
four-chambered heart. The blood is at
ambient temperature.

13-BIRDS:

They have a double circulatory system with blood.

hot.
 14-C MAMMALS:

They have a complete double circulation system with

hot blood

D. SUPPORT AND MOVEMENT:

1-D. PROTOZOA:

Many do not have any kind of support.

pseudo-skeleton formed by mineral deposits
calcareous or siliceous.

2-D. PORIFERA:

They possess a pseudo-skeleton formed by deposits

calcareous or siliceous.

3-D. CELEBRITIES:

Many do not have a skeleton, they only have a

muscle principle. Some like corals,
they are almost all external and internal skeletons.

4-D. WORMS:

They often do not have a skeleton, they only have

a principle of musculature. Some, like corals,
They are almost all external and internal skeleton.

5-D. ARTHROPODS:

They have a hard and muscular outer layer.

developed. In addition, they have articulated appendages and
wings for the movement.

6-D. MOLLUSKS:

When the skeleton is present, it is formed by

a shell. They all have strong muscles. Their
the strongest musculature is found in the foot.
 7-D. ECHINODERMS:

They possess a calcareous skeleton that covers the body.

Some have thorns

8-D. CEPHALOCHORDATES:

They have a dorsal cord principle that serves as

skeleton and support of the organism. All chordates
they have strong muscles.

9-D. CYCLostomes:

The skeleton is completely cartilaginous and of

simple structure.

10-D. FISH:

They have a skeleton with a spine and vertebrae.

the skeleton is initially cartilaginous and transforms
then little by little in bone.

11-D. AMPHIBIANS:

They possess a skeleton with a backbone and vertebrae.

poorly developed. The skeleton is partly, still
cartilaginous.

12-D. REPTILES:

They possess an ossified skeleton, with a backbone and

vertebrae.

13-D.BIRDS:

They have an ossified skeleton, with a backbone and

vertebrae. To make the animal suitable for flying, its
bones are hollow and their exterior is very developed.

14-D MAMMALS:

They have an ossified skeleton, with a spine and

vertebrae. The vertebrae are separated by discs
cartilaginous to facilitate movements.
E. SENSITIVITY:

1-E. PROTOZOA:

These animals do not have a nervous system, but rather

only sensory cells.

2-E. PORIFERA:

These animals do not have a nervous system, but

only sensory cells.

3-E. CELEBRATED:

They are the first animals that possess cells.

nervous ones settled between two walls.

4-E. WORMS:

They often do not have a skeleton; they only have

a principle of musculature. Some like corals,
they are almost all external and internal skeleton.

5-E. ARTHROPODS:

Your nervous system is made up of a chain of

ventral ganglia. Some also have ganglia
in the head.

6-E. MOLLUSKS:

His nervous system is transformed into ganglia.

united with each other like a dorsal cord.

7-E. ECHINODERMS:

His nervous system is made up of a ring that

surrounds the mouth from which nerve cords originate.
 8-E. CEPHALOCHORDATES:

These animals have a nerve tube located above

the dorsal cord. It ends in a thickening
but it is still not a brain.

9-E. CYCLOSTOMES:

The nervous system is made up of the brain and

spinal cord.

10-E. FISH:

The nervous system is complete, but the true

the brain is underdeveloped, while it is very
developed the mesencephalon, that is the part associated with
the view.

11-E. AMPHIBIANS:

The nervous system is complete. The true brain,

or the cerebral hemispheres, are more
more developed than in fish.

12-E. REPTILES:

The cerebral hemispheres are enlarged by

volume.

13-BIRDS:

The cerebral hemispheres are more developed than

in reptiles, but their surface is still smooth.

14-E MAMMALS:

The cerebral hemispheres increase even more by

volume and they begin the "circumvallations"
"cerebral" meaning that the surface of the hemispheres
cerebral is no longer smooth.
F. REPRODUCTIONS:

1-F. PROTOZOA:

They reproduce by division or budding. Begins

also sexual reproduction, that is, the union of two
cells.

2-F. PORIFERA:

Reproduction is often by budding.

although sexual reproduction also occurs. These
animals are hermaphrodites.

3-F. CENENETRADOS:

In the same animal, two types of reproduction occur,

one by budding and another by sexual means. For this it is said that
these animals have alternate reproduction.

4-F. WORMS:

Reproduction is generally sexual. Almost all

worms are hermaphroditic and oviparous, few are
viviparous. Some can also reproduce by
division of the body.

5-F. ARTHROPODS:

Reproduction is sexual and the sexes are almost always

separated. These animals are generally oviparous and
they undergo metamorphosis.

6-F. MOLLUSKS:

Reproduction is always sexual. Some have

sexes separated, others are hermaphrodites but because of the
generally, they are oviparous.
 7-F. ECHINODERMS:

Reproduction is always sexual. Some have

separated sexes, others are hermaphrodites. The
Small ones hatch from eggs in the form of larvae.

8-F. CEPHALOCHORDATES:

The sexes are separate but very similar.

fertilization is external. They are oviparous. From the eggs
Generally, larvae are born.

9-F. CYCLOSTOMES:

The sexes are separate, fertilization is external.

They are oviparous. Larvae hatch from the eggs.

10-F. FISH:

The sexes are separate. Fertilization with

frequency is external. They are oviparous.

11-F. AMPHIBIANS:

The sexes are separate. Fertilization can be

external or internal. They are oviparous. The young are not
like adults because they undergo metamorphosis.

12-F. REPTILES:

The sexes are separate. Fertilization is internal.

They are oviparous.

13-BIRDS:

The sexes are separated and the males are more beautiful.
than females, especially during the mating season.
Fertilization is internal. They are oviparous, they incubate their eggs.
eggs, care for their young and feed them.

14-F MAMMALS:

The sexes are separate. Fertilization is internal.

 They are viviparous, the mothers take care of their young and the
unknown

NOTE:
* Of the 14 figures, one is drawn (Cephalochordates), because the image of this animal is
hard to find. This represents an "Amphioxus" (Latin: Branchiostoma lanceolatum)

** The sections with the code: 1-B, 1-C, 1-E, and 2-E do not have their corresponding drawing, they have
only the bills with their relative description.

THE GREAT RIVER

This is a fable that is born with man, it is strange and true, it speaks of a wonderful nation.
the whole route through the 'Great Secret River'.
Each region, each area of this strange nation is very important, but even more important is the
GREAT RIVER.
The wonderful river that runs through every area with various channels, paths, and infinite courses or branches,
It crosses house country, every state and feeds even the smallest field and not only feeds this great
nation, but makes possible every form of life that exists in it.
This is the great communication route that connects the entire nation, transporting its waste and the
remains healthy, where everything is harmony and work.
But who inhabits this strange nation?
How has this harmony been obtained and maintained?
Who governs? What are the relationships between the inhabitants and between them and the government?
This is unique in the world, its government never changes even with the passing of centuries, its inhabitants ...
They are found throughout life tasked with a continuous and incessant job for life, and not
They know the objective for which they work and do not receive any remuneration, yet everyone works.
These inhabitants work each to live and live for a precise task.
They obey without even knowing it, and each one develops a specific task.
Your work is a necessity, a harmony, a reason for life, because if the nation perishes, they perish.
also all inhabitants; and these inhabitants never die.... also in this strange nation
Some of these inhabitants die and must be taken out of this nation through the great river.
The government of this strange nation is in the battlemented castle, there is the presidency of the ministers.
and from there all the orders transmitted through the ministry of sensations emerge, which is
extremely linked with the presidency of the ministries, then there are the separate ministries;
Do you want to see them?
- There is a Ministry of Food, it is a strange palace like an old mill.
- In another palace is the Ministry of Air.
- The Ministry of Defense is in a sort of barracks, they are also there:
. The Ministry of Transport and
. The ministry of purification or cleaning.
As you see, each ministry is separate, but at the same time they are all connected; because each one is
linked to another and each one is related to the 'Battlemented Castle' where the presidency resides and is
They impart the orders which are sent with dizzying speed through the sensations.

What is that strange nation where concord, work, and harmony reign? What is the name of
that great river that runs through it?
The strange nation is our body and the great river that runs through it is our blood.
And who are the strange inhabitants day and night without replicating? They are tiny beings invisible to
our eyes, with millions and millions and they all have the same name 'Cell'.
Cells are not only the inhabitants of this nation but also the inhabitants of the entire universe.

What are each of these inhabitants made of, each of these cells?
In appearance just a little water, perhaps it contains the secret to building everything that exists.
including life itself, that of rocks, trees, and animals. Once a construction is finished
we move on to another; from an alga to a protozoa, it even reaches the complicated convolutions of the headquarters
from our presidency; the human brain.
Such substance is the essence of the earth itself and the entire cosmos, it is a rich and life-bearing essence.
the least thought of places.

- This one does not stop in the face of any difficulty; it has the power to explore any environment and
take life to the least expected places.
- She has created all the means to protect her achievements and to give them to others.
possibility of continuing and perpetuating.
- To achieve this goal, it relies on two great forces, selfishness and love.
The selfishness that reaches the maximum development of the species.
Love takes him to her protection.
Thus, the work that seemed to be done only for pleasure ultimately proves to be useful to others.

When the waters were quite loaded with calcium carbonate, they reached millions and millions of
small very skillful beings that build their little houses (shells) with that calcium and with their continuous
calcium deposits due to their great appetite purified the water and the large reptiles of the Permian era with
their greed, they destroyed enormous amounts of vegetables, but then their bodies were already dead from
millions of humus for the new vegetation.

For this reason, each one, although unknowingly and unwillingly, works for others, and no one can isolate themselves.
Those who believe they can do everything alone, because they are powerful, will be abandoned instantly.
This is the law that governs the nation we are studying and governs all creation, the beings
vegetables and animals that act without their own will, like the cells of the nation obey this
great cosmic and divine design.
The man, on the other hand, possesses a special intelligence that gives him the opportunity to act freely,
that is why he has tried a few times to rebel against this law, to be so powerful and to be able to disobey and was
punished and brought to ruin.

All beings depend on each other, there are no barriers so high that they can be isolated, there is no power
that sooner or later is destined to disappear.

Life is made of joys, sufferings, and sacrifices; we must learn this through our
study; this means that the study we will conduct is not the law of destruction and hatred that prevails,
it is the law of balance and love.

THE GREAT FABLE

CHARACTERS AND INTERPRETERS SCENARIOS

The strange nation. The human organism.

Presidency of ministries. The nervous system.
The great river. The blood.
The channels of the river. The blood vessels.
The inhabitants. Cells, tissues, organs, and systems.
The castle. The cranial cavity.
The ministries. The various vital functions of
organism.
The ministry of air. Breathing and lungs.
The Ministry of Food. Nutrition.
Ministry of Defense. Defense and protection of the organism.
Ministry of purification with Kidneys and excretion.
Leakage and waste.
Ministry of Transport. Blood circulation.
Ministry of Sensations with Organs of the five senses with their
with its 5 doors. functions.

SYMBOLIC REPRESENTATION:

The work of these inhabitants. Life.

The environment. The human body.

In the fable of the Great River, systems are called ministries.

What is the human organism?

An ancient advisor called his counselors one day and said to them:
I want it to be said that I have given the greatest gift in the world to man;
What is it that a man would want the most?
And the ministry responds that man already possesses the most beautiful thing in the world:
LIFE.
There is nothing, neither on earth nor in the universe, that can compare to the
life.
(Starting from the unicellular to the most complicated, life is the most
beautiful, life is the most perfect.
These advisers speak a great truth, because all of life is one thing.
beautiful, starting with a simple unicellular cell to beings
complicated and more intelligent like man, the most perfect of all.
We have seen how Maria Montessori compares our organism to a
wonderful nation, traversed by a great river and inhabited by strange beings:
The cells.
Cells never live in isolation in our body, there are many types of
cells (of the skin, muscle, nerve, etc.)
Similar cells unite and form a tissue in the human body.
various types of tissue (epidermis, muscular, nervous..., etc.)
Then the various tissues join together to carry out a certain work and
they form an organ, other apparatus and systems.

THE CELLS OF LIFE:

The sign of the great river only talks about the conservation of the individual; but man as
animal, you should also think about the conservation of the species.
We all have the power to reproduce, to give life to other beings, man reproduces by
internal function; that is, by the union of the male and female cell, and they develop in the womb
from the mother.
The spermatozoon, which is a tiny cell with a long tail that makes it move.
quickly, it has the job of penetrating the female womb where it finds the egg cell and
this fusion forms a new cell (spermatozoon comes from sperm=seed and zoo=animal).
This fusion produces a new cell called 'Zygote' or 'Egg'.
In the new cell, the so-called 'chromosomes' are found in special closed boxes where they
they find the physical and psychological characteristics of the parents that are passed on to the children, the cell
It starts to divide and after 7 days it attaches to the wall of the maternal organ called the uterus.

For about 9 months, the new being feeds in the mother's body and then, the little child
It comes to light through the same channel through which the sperm entered.
In these 9 months, the small cell has become a child and has grown 3,000 times more than the
initial cell, here a new life begins and then the cycle repeats.

CONCLUSION

We have seen in this great river that the happiness of life is obtained from each one's sacrifice for a
well of the community, no one can exclude themselves from living in society and they do so even unconsciously;
this can be observed in all phenomena of nature; for this reason, it can be said that
Unconsciously, every being is at the service of this great cosmic life.

In the great river float all the substances, they are up high and it is not just for distribution, but also
to collect and carry the necessary substances of life and to remove those that are no longer useful.
Later the river carries the substances made by the plants and they have glands called
hormones and bring balance to the functions of the body.
The great river transforms the oxygen necessary for our life, and takes it from the ministry of air. The river
It goes everywhere and as it passes, all the organs absorb the substances they need.
Dr. Montessori uses the term 'Great River' for the history of mankind, thinking about history.
of the civilizations, and it is that almost all the peoples settled near rivers or seas because they
they served as communication between the towns and to transport products from one to another, thus we see that
All substances have a system and each individual takes what is necessary to live.
What is the name of this great river that carries the substances produced by humans?
Commerce - The sellers correspond to the red glands that form the great river, the paths of
Communication is the arteries of commerce and can be rivers, lakes, sea, air.
The ministries are the continents that are related to one another, something that has never been
It has been possible to relate and coordinate well the presidency with the men.
Commerce unites humanity but policies prevent this gathering from spreading through
this function.
Maybe tomorrow if a good education is given, "To give sight to the blind" and let the circulation function.
among the towns with the same harmonious way as the great river of our wonderful
nation: the body.
 THE MINISTRY OF TRANSPORT

The Ministry of Transportation is divided into two major subministries:

A. The locomotor system.
B. The circulatory system.

A. MUSCULOSKELETAL SYSTEM

What is the locomotor system?

It is the system that supports the body, allows it to move and hold itself in space, protects the
more delicate organs.

What is the locomotor system made up of?

a. Of bony skeleton.
b. Joints
c. Muscles

What is a bone made of?

a. Oseina, cartilaginous substance (experiment 1)
b. Calcium carbonate and phosphate - mineral substance.
c. Each bone is covered by an outer layer called 'Periosteum', which functions to form
new cells when a bone breaks.
d. Under the layer (Periosteum) there is a hard and compact part.
Internally, there is a cavity filled with yellow marrow (this marrow continuously produces
the red blood cells of our blood.

What is a joint made up of?

a. A cartilaginous part that is found between two bones.
b. From a special liquid that is attached to the cartilage.
c. Sometimes the joint is also protected by a small cushion, that is, a little bag that
contains liquid, for example the knee.

The main bones of our body are:

Bones of the skull.
2. Bones of the thoracic cage.
3. Bones of the ribs.
4. Externon.
5. Spine.
6. Pelvis.
7. Clavicle.
Scapula.
9. Humerus.
10. Radio.
11. Ulna.
12. Carpal.
13. Metacarpus.
14. Phalanx.
15. Femoral.
16. Tibia.
17. Fibula.
18. Tarso.
19. Metatarsal.
20. Phalanges.
What is a muscle made of?
a. A stretched fibrous tissue.
b. Tight elastic cords of a whitish cord called tendons, which connect the muscle.
to the bone.

How does the locomotor system work?

The locomotor apparatus functions through movement.
Movements occur in the joints, but they happen with the help of the muscles.
which have the property of being able to contract and make the bone move.
To understand the mechanism of movement well, we must understand what a lever is.

What is a machine?
A machine is a device that allows overcoming a force or resistance with the help of another force.
POWER call.
The lever is the simplest machine; this is a rigid stick (in the human body, the bones), which is
it supports at a point (joints). The support point is called FULCRUM.

All this has clarified the functioning of the muscles and therefore of the locomotor system.

What do muscles depend on for their movement?

The movement of the muscles depends on the nervous system.

There are two types of muscles:

a. The muscles that depend on the central nervous system, that is: the brain. They are the
stretched muscles produce movement and are called voluntary muscles.
b. The muscles that depend on the bulb and spinal cord do not depend on our
will and make the internal organs work; stomach, intestines, etc.
They are smooth muscles and are called involuntary muscles. The only stretched involuntary muscle is
the one of the heart.

B. THE CIRCULATORY SYSTEM:

What is the circulatory system?

The circulatory system is a great river; it is the system of our body that continuously carries
all the organs of our body move substances to replace those that have already been consumed and to
At the same time, it transports the waste from the same devices.
What is the circulatory system made of?
The circulatory system is made up of the heart and blood vessels.
The motor center of life is the heart
Until a few centuries ago, no one had understood what the heart did, nor what functions it had.
It was believed that the heart was the seat of courage and other feelings.
Only in 1628 did William Harvey explain how blood circulation works and it was naturally
attacked as a heretic.
The heart of higher animals and therefore that of man is made up of four chambers.
two upper chambers called atria and two lower chambers called ventricles.
The upper cavities are the communication with the lower cavities and both are in
communication with blood vessels, arteries and veins.
The arteries contain venous blood, bright red, rich in oxygen and nutrients.
Veins contain venous blood, dark red, full of carbon dioxide and substances of
residue.
How does the heart work and how does circulation occur?
The heart functions as a suction and compressing pump. (See geography experiment #4)
This is the heart contracts and compresses, this movement is called SYSTOLE, then it expands.
and it draws in, this movement is called DIASTOLE.

The circulation is double, that is, two types of circulation:

a. Large circulation.
b. Girl circulation.

a. Large circulation:
1. The heart contracts and expels arterial blood from the left atrium to the ventricle.
left.
2. Then the left ventricle contracts and the blood is expelled into the aorta.
thick elastic channel that comes out of the heart. Blood cannot return because a valve is
closes and prevents it.
3. While the left ventricle contracts, the left atrium dilates and lets in
the blood that comes from the pulmonary vein and the cycle continues.
Thus, the expelled blood always gives rise to new blood, which spreads through all the arteries that
they become finer and end in the very thin arteries called capillaries.
4. Through the capillaries, the blood offers good nutrition and receives the...
waste transmitted to the venous capillaries.
5. Venous blood, carried by the veins, reaches the right atrium.
what happens to the right ventricle.

b. Small circulation:
1. The right ventricle sends blood to the lungs through the arteries.
pulmonary.
2. Here the blood is purified and, purified, returns to the heart through the veins.
pulmonary.

The cycle begins.

The great river carries in its current special messages that come from miraculous glands.
calls: ENDOCRINE GLANDS.
The supreme commander of all endocrine glands is a small gland located in the
brain called PITUITARY.
These glands were discovered recently, but it is known that without them man could not live.
development of the human organism, height, intelligence, the ability to procreate, etc. everything
depends on this gland.

Where does the blood take oxygen and food to nourish the cells of our body?
a. Oxygen is taken from the lungs through breathing. MINISTRY OF AIR.
b. The nutrients are taken from the liver and from the lymphatic vessels through digestion:
MINISTRY OF FOOD.

THE MINISTRY OF AIR OR RESPIRATORY APPARATUS

What is the respiratory system made of?

Mouth
2. Nose
3. Pharynx, larynx, and trachea
4. Bronchi
5. Lungs

How does the respiratory system work?

Air enters through the mouth or the nose, passes through the larynx, and enters the trachea which divides into two branches,
It penetrates the bronchi, passes to the lungs.
Through the same route the air then exits.
This process is called RESPIRATION.
The passage of air from the outside to the lungs is called INSPIRATION, and it occurs when the lungs
with the help of the diaphragm and the muscles they expand.
The passage of air from the inside to the outside is called EXPIRATION, which occurs when the lungs are
they contract.
That is why the ministry of air is represented by a bellows.

What happens in the lungs?

The blood full of carbon dioxide reaches the lungs.
This is abandoned and the lungs with the act of expiration expel it.
The blood is then enriched with the oxygen that enters the lungs through inhalation. Thus it purifies
the blood and returns to the heart.
The emission of carbon dioxide and water vapor can be verified with our mouth.
 THE MINISTRY OF FOOD OR DIGESTIVE APPARATUS

Through what organs is digestion accomplished?

1. The mouth
2. The language
3. The teeth (32 incisors, 4 canines, 4 molars and premolars)
4. The esophagus
5. The stomach
6. The intestines

How do these organs work?

The food barely enters through the mouth, it is crushed by the teeth and mixed with saliva. The saliva
it transforms insoluble starch.
The tongue helps to mix the food in the mouth. The mixture resulting from chewing is called
FOOD BOLO
Chewing, therefore, is very important, because as it has been seen, the transformation (digestion)
it starts in the mouth.
The bolus then passes through the pharynx, the esophagus, and crosses a door called CARDIA.
It enters the stomach, which is a pouch whose walls secrete special juices. In the stomach, the
food is shaken strongly and through movement and games, it transforms into a
a pasty, acidic substance called chyme.
When the chyme is ready, a new door called PYLORUS opens and the chyme passes into the intestine.
thin.
Here it connects with other games, the bile produced by the liver, the liver, the juice
pancreatic, produced by the pancreas and other intestinal juices that complete the transformation of the
food and separate the good part from the waste.
The waste enters the second part of the intestine called the large intestine and is expelled.
exterior through the year.
The good part becomes liquid and is called QUILO and is transported for absorption.

How does absorption occur?

In the small intestine there are protrusions called intestinal villi that have the task of
absorb the food.
This nutrition does not pass directly into the blood but is collected by special channels.
a. Fat enters the chyliferous vessels and lymphatic vessels.
The chyliferous vessels serve as deposits and introduce fatty substances into the blood when
this is required.
b. The sweet substances (sugars) and the acidic ones (amino acids) enter the portal vein which the
it goes to the liver for a final transformation and the substances are immersed in the blood when
this is required.

How do cells absorb various substances?

Cells combine various substances with oxygen and in this way, the
Assimilation, which is nothing other than transformation, is a chemical phenomenon, that is, a combustion.
In combustion, oxygen is used and carbon dioxide is produced; that is why blood must
to purify oneself.

THE MINISTRY OF PURIFICATION OR PURIFICATION APPARATUS

What is the purifying system composed of?

1. The lungs
2. The skin
3. The kidneys

How do the organs of the purification system work?

1. The lungs, the blood not only becomes enriched with oxygen, but also gets rid of
carbon dioxide and water vapor, as has already been seen.
2. Our skin is full of sweat glands and through its pores, it emits sweat (liquid
similar to urine) and also carbon dioxide.
3. But the largest detoxifying filters are the kidneys, which function as filters.
In the illustration, the man who sieves represents the work of the kidneys.
Each of the kidneys has a kidney of tiny filters through which
They pass about 100 liters of liquid per day.
 MINISTRY OF DEFENSE OR MINISTRY OF HEALTH

This device with its organization protects us and strives to keep our body healthy.

What is the Ministry of Defense composed of?

We have seen that the nutrition absorbed by the intestinal villi is divided into two parts. One goes to the
liver and then to the heart. The other enters the lymphatic vessels.
In these vessels, there are also the little soldiers that defend the human body. These little soldiers
They are white corpuscles and are called LEUKOCYTES, which go where there are microbes to fight.
They destroy them by absorbing them.

An important lymphatic organ is the spleen, which is located near the stomach on the left side.
abdomen.
Among the main functions of the spleen are the production of white blood cells and the destruction of
red blood cells that have become useless.
They also function as a blood reservoir. When a great effort is made, the spleen pours into the
great river the reserve blood, that's why we feel a pain on the left side.

PRESIDENCY OF THE MINISTRY OR NERVOUS SYSTEM

We have left for last the most important part, the cradle of human thought, the castle
almenado headquarters of the presidency of the ministries.
This is the cranial cavity with the brain and all the related nervous system.
This crenellated castle is the part of the organism that makes man so different from other beings.
Living beings. From the simple sensitivity of cells, we have moved on to simple nervous systems and others.
more complex until reaching the brain of vertebrates.
Now we must study the nervous system of man, which possesses not only intelligence but also a
special intelligence; aware.

What is the nervous system made of?

Of nerve cells and tissues.
The different parts are:
1. Brain: these first four are found in
2. Mesencephalon: the cranial box and together they form
3. Cerebellum: the brain.

1. The brain connects the various parts of the human body and coordinates activity. There is no
function that is not monitored by that higher center, that is not supervised and organized
continuously for him.
The orders for all our voluntary movements originate from the brain, and for man, it is the
it is also the seat of all conscious thought.
The brain has a rather round shape of soft, gray substance and is divided into two.
hemispheres, rich in convolutions. Intelligence seems to depend on these.
convolutions.
2. Under the brain is the Midbrain, which in humans is very small and seems that
It controls the voluntary movements of the eye. (That's why it is large in fish)
3. In the part of the cranial box, above the spinal cord is the cerebellum, smaller than the
brain and grayish in color. It influences the voluntary movements of the muscles.
4. Between the brain and the spinal cord lies the medulla oblongata or the bulbospinal cord.
It controls the movements of the involuntary muscles (the heart, etc.).
5. The spinal cord is located in the spine. It is made up of a substance
blend
From both sides of the spinal cord, the spinal nerves emerge that are connected to the organs.
vegetative (stomach, intestine, etc.)
Closely tied to the crenellated castle and therefore to the presidency of the ministries, it
find the MINISTRY OF SENSATIONS. It is the only central office connected like this
directly with the government.
The officials are the sensory and motor nerves.

What are the organs of the senses?

They are the organs designed to receive stimuli from the outside world and transmit them to the centers.
nervous.
The sensory cells are in communication with the sensory nerves and they can reach
the cerebral cortex.
The man perceives the stimuli of the senses with the brain.

What are the organs of the senses?

The sense organs are:
Sense of touch or cutaneous.
2. Sense of smell.
3. Sense of taste.
4. Sense of sight.
5. Sense of hearing.
 THE SENSE OF TOUCH

Where is the sense of touch or cutaneous sense located?

This sense extends to the entire surface of the body and also to internal parts and transmits the
following sensations:
year heat placer
contact cold pain
pressure
Skin sensations can substitute for the other sense organs, especially sight.
Only through touch and movement can one be aware of the surrounding world. Even if not
the sun is visible, its color is perceived, although the whistling of the wind is not heard, we feel its caress on our skin
skin.
The skin is a part of our psyche, it connects or separates us from the outside world.

How does the cutaneous sense work?

On the skin there is a number of watchers, linked to the brain. They are sentinels called
tactile papillae. They are in communication with what brings the various sensations to the brain.
The tactile papillae are more numerous at the tip of the tongue and the fingertips, which is why such
Parts of our body are the most sensitive.

THE SENSE OF SMELL

Where is the sense of smell located?

The sense of smell is located in the nose and is composed of olfactory cells. These cells are
immersed in a liquid called MUCUS. This mucus should not be too abundant (cold); because in such
in case the cells do not work.
The cells are connected to the olfactory nerve and in communication with the brain.

How does the sense of smell work?

The odoriferous substances must reach the olfactory cells in the form of vapor or gas, through this union.
Upon contact with the mucus, it reaches the olfactory cells and is transmitted to the nerve and from there to the brain.
What is the importance of the sense of smell?
He transmits the perfumes, including those coming from the kitchen; in those cases,
the olfactory center of the brain alerts the stomach to the imminent arrival of food and the stomach
prepares to digest it. (Mouth waters).
The sense of smell also transmits pleasant odors of substances that can be harmful to the
health.
The nose gets accustomed to smells and perfumes, and over time, it no longer perceives them, and sharp odors...
they neutralize.

THE SENSE OF TASTE

Where is the sense of taste located and what is it made of?

The organ of taste is located in the mouth, very close to the organ of smell; they communicate because the
Nasal passages open into the pharynx as in the oral cavity.
The organ of taste is located on the tongue, which has a wrinkled surface. Observing it with
the microscope, we see that it is made up of tiny protrusions (about 3,000),
They are the taste buds.
Taste buds have varied shapes and are the communication with the taste nerves, which to
at the same time they communicate with the brain.

How does the sense of taste work?

We stick our tongue out well, then we support it with the tip, a little bit of powdered sugar; we won't feel anything.
nothing.
Substances can stimulate taste buds only if they find the solution. The taste buds
Taste buds transmit it to the taste nerve and this to the brain.
The diversity of functions of these papillae is not well known; it is only known that:
On the tip of the tongue it feels salty and sweet.
On both sides the acid
With the base the bitter
You can also taste food with your sense of smell, as we have already seen.

THE SENSE OF SIGHT

The eye is the organ of sight and is made up of:

Crystal clear the lens of the eye.
2. Pupil: a hole through which light passes.
3. Retina: the movie on which the image is stamped.
Vitreous humor the part of the eye that helps the lens to focus and transmit the
image.
5. Iris: round colored disc with an opening in the center called
PUPIL.
6. Ciliary muscle: helps the lens to dilate or contract.
7-8. Scleral cornea: the eye is covered by a tough membrane called the sclera that
forward becomes transparent and takes the name of cornea.
9. Watery humor: liquid that constitutes the first lens of the eye.
10. Optic nerve: nerve that transmits the image to the brain.

How is eye protection?

The eye is located in a cavity of the skull formed by bones covered at the top.
from the skin of some hairs called 'BOXES'.
This cavity is called 'ORBIT', and it is a protection of the eye.
The eye is also equipped with "EYELASHES" that stop dust and sweat.
The eye is continuously kept moist and clean by tears, a slightly salty liquid.
produced by the tear glands which are situated above the eyes.

How does the eye work?

If one knows how a camera works, one also understands how an eye works,
because the eye can be compared to a camera.

EYE CAMERA
a. Light travels in a straight line Light propagates in a straight line in
and enters the pupil. Exp. 15-16 the shutter open.
The light passes through the lens of the The light passes through the lens of the
crystalline. machine (Objective).
c. The light passes through the vitreous humor. The light passes through the dark chamber.
d. The light hits the retina and the image The light hits the film and the image
lie face down. lie face down.

Because the eye and the camera only function with light.

Where does the light come from?

There are various sources of light, the largest source is the sun, the light of objects that shine because
The air is transparent and does not allow light to pass through, but it diffuses it.
There are objects that do not let light pass through, others that refract it, meaning they do not absorb it, and others that
refracted, completely.

THE SENSE OF HEARING

What is the ear organ made of?

The ear is the organ and is composed of:
1. The pavilion.
2. The auditory canal.
3. The eardrum.
4. The chain of ossicles (hammer, anvil, and stirrup).
5. The snail.
6. The acoustic nerve.
7. The brain (sense of hearing).

How does the ear organ work?

1. The pavilion collects sounds and passes them to the auditory canal.
2. The auditory canal transmits them to the eardrum.
3. The eardrum vibrates and transmits the vibrations to the chain of the ossicles.
4. The chain of the little bones passes to the snail.
5. The snail is found in a humid environment and its channel houses the most sensitive part of the
The organ of Corti corresponds to the retina in the eye.
The liquid vibrates and bends the organ of Corti, which passes the vibrations to the auditory nerve.
6. The acoustic nerve carries it to the brain.

What do the numbers 8 and 9 represent?

8: Is this the EUSTACHIAN TUBE, an air-filled cavity that connects the ear with the
throat. The air in the channel changes every time we swallow and this air keeps in
balance the membrane of time.

9: The number 9 represents the semicircular canals, which have nothing to do with the organ.
From the ear, they are the organs of balance. If we have vertigo and the feeling of falling, they are the
semicircular canals that do not work.

The sense of hearing offers us another means of communicating with the external world. With sight
We perceive images, with our ears we hear whispers and sounds.

What is a sound or a rumor?

Everything that produces waves.
We do not see these waves, but we hear sounds and rumors, to have an idea of how they are.
they transmit the waves.
But for these vibrations to produce sounds that are perceptible to our ear, they must reach at least
at 40 periods per second, but not exceeding 20,000 periods per second.
For a sound to be reproduced, we have seen that vibrations must be present, but it must be
also a body that transmits them. In a vacuum, sound is not transmitted.
Gas, liquid, and solid transmit sounds. Liquids better than gas, and sounds better than the
gas and the liquid.
A sound is heard better in a closed environment because in the open air the waves disperse. In a
enclosed environment, the waves reach the wall and are refracted and the sound feels louder.
 ECOLOGY

11 to 12 years

INTRODUCTION

The last part of the sciences refers to ecology, which is the science of the environment and tends to
demonstrate that there are no isolated entities in the biosphere.
Everything that forms the environment, whether physical or biological, is interconnected.
After the studies, it is stated that there is no isolation in the entire universe, meaning that in all the
things, from the largest to the smallest are related to each other.
We have reached this conclusion following the lines of Dr. Montessori, we are sure of this.
interdependence and among the three kingdoms of our mineral, plant, and animal earth, it can be said that
the whole earth is a living organism.
The transition from matter to life is of great magnitude and simplicity, which is why inert matter and
Living beings are linked in harmonious interdependence.
Each expression means collaboration, the search for each thing, increasingly perfect.

Up to here we are only in the framework of interdependence and we have come this far in order to be able to
understand cosmic work.
All things are connected in a cosmic work that seems selfish but has helped us.
each contributing something for life to continue. This work is one of generosity because each person
work for others and prepare a better life for the future. Thus we can see that we not only enter
in ecology, but we go deeper.

PRESENTATION FOR THE CHILD:

We enter ECOLOGY - it comes from the Greek ORCOS = environment

and LOGOS = studio
It deals with the relationships between all organisms; plants, animals, and the environment.
One only goes to this study when the functions of plants and animals are known, in order to analyze.
thus the environment.
The environment is the main factor that allows life and the disturbance of species and grants the ability
to the individual to live and perpetuate his species.
There are neither independent plants nor animals; every living being establishes a relationship between its
organism and the environment where it lives must provide the appropriate conditions for life for the beings.
Living beings group together in the same environment because they are specially connected to each other, that is,
they can have common demands for light, food, warmth and have special relationships with each other and with
an environment where they live.
Ecology can be studied in all the religions of the earth, in the ocean, in depth, in
any country and sea; because each ocean, sea, etc. is a different ecological environment with a
ecosystem.
It can be said that the whole environment of the world is an ecosystem, which is divided into several
ecosystems that depend on the beings that live in them, their relationships, and the environment;
that is, in no ecosystem does self-sufficiency exist, meaning they don’t need anyone.
Each being depends on another, and these depend on the possibility of life in the environment.
Ecosystem is the union of a non-living environment and the living organism, which can be large or
boy. This relationship made in the way that the 2 systems of living beings, plants and animals
biological environment - comes from the Greek BIOS = life and from non-living environment
the mineral called ABIOLIC or non-living, these two environments complement each other so much that
They cannot be separated any further.
The ecosystem is the best natural system for the study of circulation that is
establishes between matter and energy, that is to say between living and non-living organisms.
That is why there can be many ecosystems since each one forms another, for example, the flora can
represent an ecosystem.
To indicate the living part of an ecosystem the word is used:
Biocenosis comes from BIOS = life and CENOSIS = community.

To indicate the non-living part, we use the word

BIOTYPE which comes from BIOS = life and TYPES = place, that is, a place where life develops.

Naturally, this union of environment and living beings can be many. They are also the
organisms that can live in various cities, environments, or biotypes; when an organism can
Living like this is called HABITAT, so the habitat of that organism is adapted to different
biotypes. And finally, we have a very small biotype that develops together with a biocenosis and
forms an ECOSYSTEM NICHE and is the relationship between the environment and beings. There are also others that
they change their ecological niche through their metamorphosis.
When we are sure that the children understood these words used in ecology books,
they can show the photos of an ecosystem, but first they must have understood all the
biotic factors, that is, knowing the animals well, their needs, their physical environments,
example: the sun, its necessity, its heat, soil, temperature, etc., all the factors that are called
abiotic.

They must know well:

1st. The water cycle: (posters) with its evaporation, union in the clouds and rain, rivers, etc.
give the child the opportunity to experience them.

2nd. The oxygen and carbon cycle: respiration and photosynthesis are two vital processes that the
children must know, they must be made to understand that even the organisms that live in water have
photosynthesis that absorbs oxygen and expels carbon.

3rd. The air cycle: (wind posters), the movement of air is a necessity of life.

4th. The nitrogen cycle.

5th. Quality of the land: which forms the substrate of plant life and can have diverse nature,
this land has not formed in just one day, it is the work of thousands of years and has developed by
by means of plant beings, the sun, heat, water, and all the beings that help it to survive.

Bring to the child's memory and imagination when life was only water.
It should be explained here that there are phenomena as complex as the formation of the land.
Montessori says that this earth has formed through a drama where thousands of organisms live.
for a long time, they are invisible or visible and have had a terrible struggle to free the world from
strain of the organism.
Montessori calls them the swordsmen of the earth (they are dangerous but they are not biodegradable because
They are not attackable but sometimes they do attack health.

Two posters are displayed that sensitively depict an ecosystem:

ECOSYSTEM IN THE SEA

The poster of the ecosystem displays microorganisms.

1st FACTOR: The function of photosynthesis in these plant organisms is related to the
amount of light that is perceived:
- In cold regions, they are up to 45 meters deep.
- In tropical regions they reach up to 100 meters.
They are joined by the algae that are in 3 colors: green, brown, and red. Their colors depend on the rays.
of the sun that they absorb, capturing them from those that reach them for their photosynthesis.

2nd. FACTOR: All these organisms together form the PHYTOMPLANKTON, which is the second
element whose name comes from Greek:
FITO = plant
PLANTOM = group of
These plant organisms float on the surface of the water, they are said to form the "marine meadows" and
it is consumed by small animal organisms that are vegetarian.

3rd FACTOR: These small unicellular animals together form the ZOOPLANKTON, their
name comes from:
ZOO = animal
PLANTOM = group of
The zooplankton is the food of carnivorous animals.

4th. FACTOR: Carnivores are divided into two groups:

a. SMALL: it is a group of small carnivorous marine animals, for example: the
mollusks and fish.
b. LARGE: composed of large carnivores such as the shark, the tuna, etc.
c. EXCEPT: the only very large mammal inhabitant of the water is the whale which does not
it can open its mouth and feeds on Phytoplankton.

5th FACTOR: It represents the transformation of death into life, the remains of animals,
corpses, etc. (and are part of a special form of minerals) that go to the bottom of the sea and are
food for bacteria and other animals that aid in mineralization and pass substances
organic in salts.
This is how photosynthesis occurs with water, salt, and carbon dioxide. Here we have the complete cycle.
and closed.
There are exchanges between ecosystems in the ocean and on land; some animals enter the water.
to find their food even though they do not live there, also man feeds on fish.
Thus, the energy of the sea becomes the energy of the earth.
The work of rivers also helps, carrying salt in their waters, oxygen is incorporated into the
photosynthesis and the cycle is complete again. DEATH HAS BEEN TRANSFORMED INTO LIFE.

FOREST ECOSYSTEM

1st FACTOR: The sun provides energy to the forests and all the small plants of the understory,
All these green plants, thanks to inorganic substances, transform into organic ones and release
the oxygen that is used for the respiration of all beings, carbon dioxide, necessary for the
photosynthesis.
All parts of the plant help with photosynthesis.

Factor 2: Animals feed on plants, there are insects that feed on the trunk, others on the
leaves just like some mammals (rabbit, hare).
Birds and other insects feed on the nectar of the flower, others on fruits and seeds, others on the root and
all these animals together lead to the balance of the green world, meaning they prevent excess
vegetation and help its balance.

3rd FACTOR: They are carnivorous animals that are divided into two groups:
- SMALL CARNIVORES: what small animals eat, they are vegetarians, because
example: the woodpecker feeds on larvae in the trunk, others on insects, and so on
animals maintain balance by limiting the excessive growth of plant-eating animals.
- LARGE CARNIVORES: these eat small carnivores and are raptors.

4th. FACTOR: It is the transformation of death into life and returns to the earth and forms a great
amount of organic substances that a large number of insects feed on, for example: the
myriapods that crush them, the worm does it in a very fine way similarly to ants and others
insects.
All waste is destroyed by bacteria and fungi that transform it into substances.
minerals that are absorbed with the liquid substances by the plant and THIS IS HOW IT BEGINS FROM
NEW THE CYCLE.

So far we have analyzed two ecosystems; but in our world there are several ecosystems.
For example, in a lake we can form an ecosystem that is not the same at all points of the
same lake, as it also depends on its depth, center of the lake, shore, etc., the same happens in
a mountain, etc.
In the same area there can even be various ecosystems, as it also depends on which direction
there can be large or small ecosystems.

For an ecosystem to form, there must be several factors:

- a biotic community.
- an abiotic community.
thus forming a balance that is established in such a way that special conditions are created for
beings, in order to continue and reproduce forming special beings.
If its conditions are perfect, we will have a perfect possibility of life, but there are times when
these conditions are deficient and we still have a possibility of life, but if the harmonic balance is
breaks, the entire habitat breaks down, but if all beings have limits of tolerance and adaptation by
that, if the favorable living conditions are broken and it becomes impossible for that particular species to survive,
life dies.
Then other species develop that gradually create a new habitat.

How are these characteristics formed?

We will know that each being that comes brings something new and thus evolution develops and changes.

What is evolution?
Transformation, that is, we experience life with constant transformations that can come from
two ways:
a. by selection
b. by mutation.
a. by selection: the selection works by eliminating beings that are unsuitable for certain conditions and
it favors those adapted to that environment.
b. by mutation: when a change occurs in the characteristics that are unique to each
species, continuing afterwards.
While the selection comes slowly, the mutation is surprising.
The mutation can come from a change in genes or chromosomes, which can rarely occur.
change, this is observed in domestic animals and cultivated flowers, this is due to the multiple
crosses.
These new beings are generally weak and unfit for the struggle for life, these animals make
add or remove some features.
This is also applicable to man; in the line of life, these examples can also be seen.
It is thus man who is now slowly destroying the environment, through pollution and
sometimes to seek better living conditions.
The theory of Dr. Montessori is outlined by De Bria and then continued by Morgan.
others.
 CONCLUSION

We will end with some words from Dr. Montessori.

All of this is to lead the child to higher ideals, to the great harmony of the universe.

We have only reflected on this topic seeing that the whole cosmos is coordinated and the most
It is important to focus on these correlations.
It is always necessary to determine the relationship between all subjects.
When these are established, all individuals find this correlation.

Determining with the student the relationship between all things is to obey what is inherent to the spirit.
human, creating a philosophy in the child.

Why can't the child have their own philosophy?

The human spirit is philosophical and mathematical, so we will try to lead the child to perfection.
mathematics and the greatness of philosophy.