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Home → Teach Evolution → Lessons and Teaching Tools → Teaching Resources Database → An Antipodal Mystery

An Antipodal Mystery

Grade Level(s):

  • 9-12
  • 13-16

Source:

  • Herreid, Clyde Freeman

Resource type:

  • Classroom activity

Time: 1 to 2 hours, ideally split over multiple class periods

Overview

The discovery of the platypus had the scientific world in an uproar with its mammal-like and bird-like features. How was one to classify the platypus? This case study uses this issue to model the scientific process, with scientists arguing, debating, collecting more evidence, and revising their opinions as new data become available.

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  • [History of life: Grades 9-12] Present-day species evolved from earlier species; the relatedness of organisms is the result of common ancestry. (LS4.A)
  • [History of life: Grades 13-16] Present-day species evolved from earlier species; the relatedness of organisms is the result of common ancestry.
  • [Evidence of evolution: Grades 9-12] An organism's features reflect its evolutionary history.
  • [Evidence of evolution: Grades 9-12] Similarities among existing organisms provide evidence for evolution. (LS4.A)
  • [Evidence of evolution: Grades 9-12] Anatomical similarities of living things reflect common ancestry. (LS4.A)
  • [Evidence of evolution: Grades 13-16] An organism's features reflect its evolutionary history.
  • [Evidence of evolution: Grades 13-16] Similarities among existing organisms (including morphological, developmental, and molecular similarities) reflect common ancestry and provide evidence for evolution.
  • [Mechanisms of evolution: Grades 9-12] Evolution does not consist of progress in any particular direction.
  • [Mechanisms of evolution: Grades 13-16] Evolution does not consist of progress in any particular direction.
  • [Nature of science: Grades 9-12] Scientific knowledge is open to question and revision as we come up with new ideas and discover new evidence. (P4, P6, NOS3)
  • [Nature of science: Grades 9-12] A hallmark of science is exposing ideas to testing. (P3, P4, P6, P7)
  • [Nature of science: Grades 9-12] Scientists may explore many different hypotheses to explain their observations. (P7)
  • [Nature of science: Grades 13-16] Scientific knowledge is open to question and revision as we come up with new ideas and discover new evidence.
  • [Nature of science: Grades 13-16] A hallmark of science is exposing ideas to testing.
  • [Nature of science: Grades 13-16] Scientists may explore many different hypotheses to explain their observations.
  • [Studying evolution: Grades 9-12] Our knowledge of the evolution of living things is always being refined as we gather more evidence.
  • [Studying evolution: Grades 9-12] Our understanding of life through time is based upon multiple lines of evidence.
  • [Studying evolution: Grades 9-12] Classification is based on evolutionary relationships.
  • [Studying evolution: Grades 13-16] Our knowledge of the evolution of living things is always being refined as we gather more evidence.
  • [Studying evolution: Grades 13-16] Our understanding of life through time is based upon multiple lines of evidence.
  • [Studying evolution: Grades 13-16] Classification is based on evolutionary relationships.
  • Disciplinary Core Idea LS4.A: Evidence of Common Ancestry and Diversity
  • NOS Matrix understanding category 1. Scientific investigations use a variety of methods.
  • NOS Matrix understanding category 2. Scientific knowledge is based on empirical evidence.
  • NOS Matrix understanding category 3. Scientific knowledge is open to revision in light of new evidence.
  • Science and Engineering Practice 2. Developing and using models
  • Science and Engineering Practice 3. Planning and carrying out investigations
  • Science and Engineering Practice 4. Analyzing and interpreting data
  • Science and Engineering Practice 6. Constructing explanations and designing solutions
  • Science and Engineering Practice 7. Engaging in argument from evidence

Use this resource to relate evolutionary concepts to the topic of classification or to the nature and process of science (or get more suggestions for incorporating evolution throughout your biology syllabus).