Profile Sheet
Teacher:
Abbie Robinson
Title:
Scientists address the problem of classifying the Duck Billed Platypus
Primary Subject Area:
Science
Outside Subject Area:
Language Arts
Grade Level:
6th grade
Possible Adaptations:
Adaptations for Student from Non-Western culture:
To adapt this lesson for a non-western culture student, it would be important to research
the student’s cultural background to see if there are any religious, social or moral beliefs
that could create a negative disposition towards science or animal research. For example,
does the culture see animals or sacred or believe that science undermines faith? If these
type of dispositions are found, it would be important to present the lesson in a way that it
could overcome these barriers for learning. It would also be beneficial to provide
resources from a similar country or culture so that the student does not see the subject as
foreign from his/her own realm of experience. To overcome any fear about speaking
publicly (due to language barriers) the teacher should coach the student one-on-one and
try to provide an audience member from the student’s culture. Inviting the parents or a
close friend might make the student more relaxed for the presentation.
Adaptations for ESOL Student:
To adapt this lesson for an ESOL student it would be beneficial to include resources
written in the student’s first language. This task could be achieved by using an online
translator to convert the Meet the Problem documents into the student’s primary
language. A second adaptation that could be made would be to allow the student to use a
native language dictionary for looking up unfamiliar terms from the lesson. It would also
be beneficial to partner the ESOL student with another strong student that would be able
to assist the ESOL child in doing research and preparing for the oral presentation.
Title, Learner Characteristics, Sunshine State Standards
Teacher:
Abbie Robinson
Title:
Scientists address the problem of classifying the Duck Billed Platypus
Primary Subject Area:
Science
Outside Subject Area:
Language Arts
Grade Level:
6th grade
Primary Sunshine State Standards:
SC.G.1.3.3: The student understands that the classification of living things is based on a
given set of criteria and is a tool for understanding biodiversity and interrelationships
Grade Level Expectations
1. The student understands that living things are sorted for convenience and
classification
2. The student understands that the structural characteristics between animals
and plants are more alike as animals are closer to the same kind or species
within a classification level.
SC.H.1.3.1: The student knows that scientific knowledge is subject to modification as
new information challenges prevailing theories and as a new theory leads to looking at
old observations in a new way.
Grade Level Expectations
1. The student knows ways scientific theories may change with new discoveries.
2. The student understands that new technology may lead to new discovery.
Outside Subject Area Sunshine State Standards from Language Arts:
LA.A.2.3.5: Locates, organizes, and interprets written information for a variety of
purposes, including classroom research, collaborative decision making, and performing a
school or real-world task
Learner Characteristics of Middle Grades Students:
Physical: Physical growth tends to be both rapid and uneven.
Justification-The text states that students are affected by whether they are early-maturing
or late-maturing compared to their peers. The research indicates that both boys and girls
develop social characteristics based on the rate of their physical development (p. 84) The
teacher should note these developments and use the creation of small groups during this
activity to facilitate social growth for insecure students. For example, a late-maturing boy
that is struggling with feelings of inadequacy could benefit from being given the
opportunity to gain status or self-confidence by serving as a group leader.
Social: The desire to conform reaches a peak during the middle school years.
Justification-At this age students are likely to alter their own opinions to coincide with
the group. (p. 86) Therefore it would be beneficial to give students the opportunity to
share written ideas in addition to the ideas discussed orally.
Emotional: As a result of the continued influence of egocentric thought, middle school
students are typically self-conscious and self-centered.
Justification-Recognizing that students at this age are extremely insecure concerning their
physical appearance (p. 87), the culminating project for this unit will not include a formal
oral presentation. The stress of preparing for this presentation might distract students
from their learning. An alternative idea would be to have the students prepare a poster
that could by displayed in the classroom and shared informally with classmates.
Cognitive: Because of the psychological demands of early adolescence, middle school
students need a classroom environment that is open, supportive, and intellectually
stimulating.
Justification- The text states that 6th grade students usually struggle with the transition
from elementary to middle school because the classroom does not provide the same
feelings of belonging that they experienced in lower grades. (p. 88) By working to solve a
problem together, the teacher is able to interact with students and get them focused
around a central goal. This lesson provides great opportunity for building relationships
between fellow students and the teacher. In addition, the students should be intellectually
motivated because they will have opportunities to make their own decisions concerning
the material and how it is learned. Through this lesson, the teacher will seek to focus the
students on learning not simply performing to achieve a certain grade.
Cognitive: Self-efficacy becomes an important influence on intellectual and social
behavior.
Justification-Students are developing the ability to be analytical which often results in an
analysis of one’s intellectual and social abilities. Self-efficacy or how someone believes
they are dealing with one task or another develops. (p. 89) By working together with
fellow students to solve a problem, they will have the opportunity to build confidence in
their intellectual abilities as well as social behaviors.
Learning Outcomes, Student Role & Problem Situation,
Meet the Problem Method
Learning Outcomes:
LO#1: After learning the classification system, the students will construct a chart
organizing animals based on their defining characteristics into the classes of mammalia,
reptilia, amphibia, or aves with 100% accuracy (SC.G.1.3.3)
LO#2: After reading the meet the problem document, students will accurately explain
how scientists’ view of the duck bill platypus changed with each new discovery.
(SC.H.1.3.1)
LO#3: After reading the meet the problem document and completing research on animal
classification, the students will use the knowledge they have gained to evaluate the
characteristics of duck-billed platypus and determine in which group the animal could
best be classified. The student must give 2 accurate reasons for why the platypus should
be part of the given class. (LA.A.2.3.5)
Description of Student Roles and Problem Situation:
Students become scientific researchers as they read through original journal entries
written by British Scientists exploring Australia in the late 1700s. These scientists have
observed a strange animal living in freshwater lakes and streams which bears physical
characteristics of many different animals. They have written a letter to the students asking
them to study the various journal descriptions of the animal and determine which Animal
class (Mammalia, Aves, etc.) would best suit the newly discovered creature.
Meet the Problem Documents
October 19, 1799
Dear Research Students:
We are eager to involve you in scientific discovery. As you are aware, the time is ripe for
naturalists around the world to discover new species of animals. In recent months and
years, great discovery has been made concerning a strange animal which lives in
Australian freshwater lakes and streams. This animal has perplexed researchers from
countries around the world. It appears to be a type of mole with physical characteristics
that also resemble reptiles and birds. We invite you to join with other British scientists
and explorers to research and accurately classify this amazing creature. By committing to
this project, you have the opportunity to impact future scientific discoveries and prove to
the world that Britain will lead the way in conquering the unknown world through our
mutual wisdom and strength. Enclosed you will find information from fellow naturalists
that are working in the lakes and swamps to document the behavior and characteristics of
this animal. You must work diligently to complete your study and offer a scientific
classification of this animal before our annual exhibition in London in two weeks. We
will eagerly wait to receive your recommendations on classifying this creature.
With sincere regards,
Samual Ellison,
Society President
August 20, 1794
Today on the banks of a lake near the Hawkesbury, I observed the most peculiar animal
that I have ever encountered. It appeared to be an amphibious creature of the mole
species. In size it was considerably larger than the land mole. The eyes were very small.
The forelegs were provided with four claws, and a membrane, or web, that spread
considerably beyond them. The tail of this animal was thick, short, and very fat; but the
most extraordinary circumstance observed in its structure was, its having instead of the
mouth of an animal, the upper and lower mandibles of a duck. By using these, it was able
to supply itself with food, like that bird, in muddy places, or on the banks of lakes where
its webbed feet enabled it to swim. Yet while on shore its long and sharp claws were
employed in burrowing; by which it gains its amphibious character. These animals have
also been seen rising to the surface of the water to blow like a turtle.
Journal Entry
David Collins,
First Fleet Deputy Judge
July 15, 1797
Yet another encounter with this mysterious animal... Today on the bank of the
Yarramundi Lagoon near the Hawkesbury River just north of Sydney I watched as an
Aborigine sat patiently on the water’s edge for more than an hour, observing the animal
as it came to the surface to breathe, before he attempted to spear it with a short wooden
spear. I studied the animal and collected its skin to use for further study. I will complete a
sketch of this animal to send with the skin to the Literary and Philosophical Society in
Newcastle in hopes that this creature can be properly named and classified.
Journal Entry
Captain John Hunter
Governor of New South Wales
September 8, 1799
Upon studying the sketch and skin received from Captain Hunter, I have given this
animal the scientific name Platypus Anatinus (flat foot duck). This creature exhibits the
perfect resemblance of the beak of a Duck engrafted on the head of a mole. So accurate is
the appearance that at first view it naturally leads you to believe that the bill was placed
on it by artificial means. It is only after much study and review that one can assuredly say
that the animal has a genuine beak or snout. This animal perplexes the mind because it
exhibits the fur of a mammal but has the feet and beak of a bird. Yet also it lays eggs and
lives near water as a reptile. The combination of characteristics is unheard of. There is
much more that needs to be discovered to accurately classify this animal.
Journal Entry
George Shaw
Keeper of the Department of Natural History of the Modern
Curiosities of the British Museum
Problem Statement, Know/Need to Know Boards, Possible Resources
Problem Statement:
Working as scientific researchers, we must work to classify the duck-billed platypus in a
manner that (1) is based upon the given research (2) aligns with its physical
characteristics (3) can be defended using current standards for classification (4) and
meets the two week deadline.
Know/Need to Know Chart:
Know
Need to Know
Lives in Australian freshwater lakes and Does it have wings like the duck?
streams.
Is it warm-blooded or cold-blooded?
A type of mole with physical
characteristics of reptiles and birds
Does it nurse or have mammary glands?
Amphibious creature-lives on land and Do they have teeth in the beak?
water
How do they breed or reproduce?
Has webbed feet and a short, fat tail
Do they build a nest?
Instead of a mouth, it has the upper and
lower mandibles of a duck
How does the egg form?
The beak allows it to gather food on land or Where do the eggs develop?
in water
Internally like mammals or externally like
When underwater it rises to the surface to reptiles?
blow like a turtle
Are the offspring born alive or contained in
First given scientific name which means the egg?
flat foot duck, Platypus Anatinus
Has fur like a mammal, reproduce with
eggs
Possible Resources:
Internet
http://www.learninghaven.com/science/articles/classifying_animals.htm
http://en.wikipedia.org/wiki/Platypus
http://www.genevaschools.org/austinbg/class/gray/platypus/
http://www.blueplanetbiomes.org/duckbill_platypus.htm
http://library.thinkquest.org/11420/mhome.htm
Print
Mcghee, Karen and George McKay. National Geographic Encyclopedia of Animals.
Hall, Brian K. The Paradoxical Platypus, Bioscience, Vol. 49, No. 3. (Mar., 1999), pp.
211-218
Non-Print
Video Documentary. Platypus: World’s Strangest Animal. Producers: David and
Elisabeth Parer. Production Company: An Australian Broadcasting Corporation and
Discovery Channel production in association with Telcast International GmbH.
Capstone Performance
Solution Presentations:
Students will play the role of scientists who are eager to classify the newly discovered
duck-billed platypus. The students have been asked by the London Biological Society to
make a presentation at their upcoming exhibition. As scientists they must recommend a
classification for the platypus that can be defended based on its physical characteristics.
The students will be free to determine their own division of labor concerning student
roles in obtaining research and formulating solutions. The audience for these
presentations will consist of a panel of fellow students in addition to parents, the principal
and the senior high biology teacher.
The presentations will be presented during class time in the auditorium to create
momentum for the event. The stage will be set with chairs and a podium along with a
banner which announces a meeting of the London Biological Society. The presentations
must include a written copy of the group’s recommendation along with student
constructed visual aids. These visual aids may include posters, overheads, or PowerPoint
presentations. The group’s recommendation must be clearly defended in the presentation.
To add validity to this recommendation, the group must also display a chart in which they
correctly classify six other unrelated animals using the Classification Taxonomy. The
students must show an alternative way that the platypus could be classified and give 4
accurate reasons why they selected their chosen classification. The students must also
include a comprehensive overview of their research information to show how the view of
the platypus has changed over time. The presentations will be assessed using a rubric that
is given before instruction begins. Students will be given two weeks to work on this
assignment in class. Individual grades will be given for this assignment. All students
must participate in the oral aspect of the presentation. To provide for student autonomy,
the students will be given the opportunity to self-assess their individual contributions to
the group. The teacher will supply them with score cards (rubrics) that they will complete
for themselves and other group members. These score cards will also provide insight to
the teacher for how the labor was divided and what contributions were made by each
student.
Rubric for Assessing the Capstone Performance
Please note: The written rubric will be given to students and parents at the
beginning of the project. The rubric will be orally explained to the students
in language that they can understand. Time will be given to address any
questions the students may have concerning the rubric. An exemplary and
non-exemplary sample visual aid will be displayed in the classroom for the
students and parents to view. The rubric is written to ensure that student’s
provide the necessary information in written, oral and visual form.
Criteria
Content of
Written
Submission
Content of
Visual Aids
Superior
15 points
Students’ names
and project title are
clearly listed on the
paper; the group’s
recommendation is
given with at least 4
accurate
justifications for this
recommendation;
an alternative
recommendation
must be included; a
comprehensive
overview of the
research (must
include six facts
from the problem
documents along
with two facts from
outside research) is
given to show how
the scientific view of
the platypus has
changed over time
(2 different,
accurate views
must be discussed);
10 points
Visual aids are
present in the form
of posters,
overheads or a
PowerPoint
presentation; The
Adequate
10 points
Students’ names
and project title are
clearly listed on the
paper; the group’s
recommendation is
given with the
alternative
recommendation
but only 2 or 3
justifications are
given; the overview
of research is not
comprehensive in
scope. Includes less
than six facts from
the documents and
less than two facts
from outside
research. Less than
2 different, accurate
views of platypus
are given.
Unsatisfactory
5 points
The group does not
have students’
names or title listed
on the paper; the
group’s
recommendation is
unclear and less
than 2 justifications
are given for the
recommendation; an
overview is not
included.
7 points
Visual aids are
present in the form
of posters,
overheads or a
PowerPoint
presentation; The
3 points
Visual aids are
present but not
clearly presented.
The chart is
included but
contains less than
visual aids
accurately illustrate
the physical
characteristics of
the duck-billed
platypus; a chart
correctly classifying
six animals is
included; the
group’s
classification
recommendation is
clearly presented.
Oral
5 points
Presentation The student
displays the visual
aids before the
class and discusses
the research. The
student must speak
in a clear voice that
can be understood
from all areas of the
classroom. The
student makes eye
contact and
addresses the
audience when
speaking.
Oral
10 points
Presentation The group’s
Content
recommendation is
clearly presented
including an
alternative
recommendation
with 4 justifications
for the chosen
recommendation;
an overview of the
research is
discussed.
visual aids do not
accurately illustrate
the physical
characteristics of
the duck-billed
platypus; a chart is
included but does
not correctly classify
six animals; the
recommendation is
not clearly
presented.
3 points
The student
displays the visual
aids before the
class and discusses
the research. The
student cannot be
clearly understood
from all areas of the
classroom. The
student does not
make eye contact or
address the
audience when
speaking.
six classified
animals; the
recommendation is
unclear.
0 points
The student must
participate in the
presentation by
discussing some
aspect of the
research or
recommendation to
earn points in this
area. Points will not
be given for
contributing to the
research or visual
aids. Participation
means that the
student must speak
in front of the class.
7 points
3 points
The group’s
The research is
recommendation is discussed but the
clearly presented
group’s
but it does not
recommendation is
include an
not clearly
alternative
presented. Less
recommendation.
than 2 justifications
Only 2 or 3
are given for the
justifications are
chosen
given for the chosen recommendation
recommendation;
and an alternative
an overview of the
recommendation is
research is
not included.
discussed.
35 – 40 points = Outstanding
30 – 35 points = Excellent
27 – 30 points = Satisfactory
27 points or less = Unsatisfactory
Two Alternative Solutions and “Best” Solution Analysis
Analysis of Possible Solutions:
**For any scientific classification to withstand the challenges and changes that
occur over time, it is critical for scientists to maintain the norms that have been set
by scientific theory and tradition. For these norms to be successfully challenged, the
research and rationale for these recommendations must be comprehensive. The pros
and cons below evaluate the recommendation in light of the current standards for
classification of animals. **
Alternative Solution #1:
One solution that students might propose would be to place the Duck Billed Platypus in
the Aves Class.
Pros
Has a large rubbery snout like the beak of a
duck; also has webbed feet similar to a
duck; Confirms the view that all Aves
animals have beaks
Lays eggs and the offspring hatch
externally; this trait gives validity to the
view that are all Aves must be oviparous
which means that offspring develop and
hatch externally from the female
Has amphibious characteristics similar to
other birds such as Emperor Penguins;
builds strong relationships between birds
that are able to live on both land and water
Genetic coding like that of birds; uses 10
digits of DNA instead of two like all other
mammals. Male is shown as
XYXYXYXYXY instead of XY; shows
that genetic development has been
considered along with external physical
characteristics.
Cons
Has mammary glands; by many scientific
standards this trait would override the idea
of classifying the platypus as a bird
Covered in fur instead of feathers; does not
have wings; this classification would
greatly challenge the long-standing view
that all animals in the Aves class must have
wings and feathers
Unlike birds, its beak is a sensory organ not
a mouth. The mouth resides under the
beak; to classify this animal as Aves one
must account for this discrepancy by
developing a new order for the platypus.
Sexual organs are like a reptile; Males have
internal testes; Males & Females have a
cloaca (one opening for excretory,
alimentary, and reproductive tracts); this
classification would be hard to justify using
scientific methods because this trait is not
present in any other Aves animal
Consequences:
1. Due to the lack of feathers and wings, most scientists would not accept the Aves
classification for the platypus. These characteristics are the defining hallmarks of the
Aves class and are represented in all other birds.
2. For this classification to be justified, it would take extensive research to disclaim the
more prominent mammalian and reptilian characteristics. This classification would be
weak in theory and difficult to justify given the two week time frame.
Alternative Solution #2
Another solution that students might propose would be to place the Duck Billed Platypus
in the Mammalia Class.
Pros
This classification continues the trend that
all animals with mammary glands should
be considered mammals
Affirms the classification that all mammals
are covered in hair
Has the body of a mole and the tail of a
beaver; this connection builds strong
relationships between the physical
characteristics of various types of
mammals
Although eggs are laid, most of the
embryonic development takes place inside
the female which is more similar to
mammals than birds; this adds to the
scientific view that mammalian offspring
develop within the mother’s body.
Cons
Weakens the long-standing assumption that
mammals give birth to live offspring
Although it has mammary glands, it does
not nurse in the traditional sense of being a
mammal which expands the scientific view
of how mammals actually feed their
offspring
The platypus jaw is shaped differently than
other mammals; this undermines the
scientific view that all mammals have a
single jaw bone and share evolutionary
ancestry
Has a reptilian traits with legs on the side
of the body rather than underneath; also the
males produce venom; this classification
could serve as a missing link between the
evolution of reptiles and mammals.
Consequences:
1. By classifying the platypus as a mammal, it challenges scientific theory which states
that all mammals give birth to live young. This classification could only be justified with
a detailed discussion which shows that embryonic development takes place inside the
female. Given the limited time frame and research this could be difficult to determine.
2. Most scientists would embrace this classification as being the most accurate based on
the overpowering physical characteristics of being covered in fur and having mammary
glands.
Best Solution Analysis
I feel that the second solution, classifying the duck-billed platypus as a mammal, would
be the most logical choice. Although the platypus is a creature that perplexes scientists to
this day, I believe that it is more like a mammal than any other class of animal. Since the
problem statement calls for the classification to be in alignment with normal
classification standards, the absence of wings and feathers makes it nearly impossible to
say that the platypus is a bird. In addition, its warm-blooded nature rules out the Reptilian
class as well. The primary characteristics of mammals include the presence of body hair,
the presence of mammary glands and the ability to give birth to live young. The platypus
clearly aligns with two of these characteristics and the third can at least be justified by the
embryonic development taking place inside the female. Although many arguments could
be made for various classifications, I would argue that the platypus does not meet all the
requirements of any one class but has a “best fit” to the mammalian class.
Debriefing Plan and Coaching Questions
Debriefing on Possible Solutions:
Review of Student Generated Solutions:
Students will present their solutions to fellow scientists (classmates) and an expert panel
(parents, principle and a biology teacher) during a mock exhibition/forum of a fictional
organization called the London Biological Society. Everyone will hear the other groups’
presentations and see their visual aids.
Rating of Solutions:
All students will listen to the presentations and rate the other groups’ solutions on a scale
of 1 to 10 with 1 being the solution is not feasible and 10 being the solution is very
feasible. The individual students will be given score sheets that they can use during the
presentations to determine values for each category of consideration (see attached sheet
and discussion below for these categories). At the end of the presentation, the students
will meet with their group to discuss the presentations and the scores they gave. As a
group, they will complete one score sheet for each group using their individual sheets as a
guide for their discussion. The sheets from each group will be displayed and discussed as
a class to determine the final class recommended solution for the London Biological
Society. During this final discussion, the teacher will serve as moderator to ensure that all
criteria and concerns have been addressed in arriving at the one best solution to the
problem.
Debrief Coaching:
The teacher will use coaching questions throughout the presentations and take the role of
moderator during any class discussion. As moderator, the teacher will ask coaching type
questions to ensure that all issues and evaluation criteria have been discussed. The five
areas that must be addressed for a final solution to be made are (1) Recommendation
aligns with given research (2) Recommendation aligns with scientific guidelines for
classification (3) Recommendation is based upon the physical characteristics of the
platypus discussed in the presentation (4) Recommendation is given in light of alternative
recommendations and reasons are given for why this recommendation is superior (5)
Consequences of the recommendation have been addressed and arguments against them
were discussed. Serving as moderator, the teacher will ask coaching questions to ensure
that each issue has been discussed before allowing the class to make the final
recommendation to the London Biological Society.
Sample Coaching Questions:
Key to Question Type C=Cognitive M=Metacognitive E=Epistemic Cognitive
Meeting the Problem:
C-Can you summarize the information that has been given?
M-Was any of this information new of unfamiliar to you?
E-What type of strategies could be used to further develop this solution?
Know/Need to Know:
C-What are the primary characteristics of the platypus?
M-How did you know that information?
E-What does that fact tell us about this problem?
Writing Problem Statements:
C-Did everyone in your group agree that these were the best conditions to set?
M-What do you think is the most important issue to address?
E-What factors should be considered to reach the best solution?
Information Gathering and Sharing:
C-Has your group given a comprehensive list of the physical characteristics of the
platypus?
M-How have you added to your group’s knowledge?
E-How does this information get us closer to a solution?
Generating Possible Solutions:
C-What are the strengths/weaknesses of the given alternative solution?
M-What defense would you give to a scientist who argues against your recommendation?
E-To what degree of certainty, can this recommendation be made?