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:
KnowLives in Australian freshwater lakes and streams.
A type of mole with physical characteristics of reptiles and birds
Amphibious creature-lives on land and water
Has webbed feet and a short, fat tail
Instead of a mouth, it has the upper and lower mandibles of a duck
The beak allows it to gather food on land or in water
When underwater it rises to the surface to blow like a turtle
First given scientific name which means flat foot duck, Platypus Anatinus
Has fur like a mammal, reproduce with eggs / Need to Know
Does it have wings like the duck?
Is it warm-blooded or cold-blooded?
Does it nurse or have mammary glands?
Do they have teeth in the beak?
How do they breed or reproduce?
Do they build a nest?
How does the egg form?
Where do the eggs develop?
Internally like mammals or externally like reptiles?
Are the offspring born alive or contained in the egg?
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
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.