Evidence For Evolution Lab: Students Examine Various Lines of Evidence at Stations

This station lab is aligned to the Next Generation Science Standards (NGSS). Students examine six lines of evidence for evolution (Fossils, DNA evidence, Embryology, homology, vestigial structures, and Divergent/convergent evolution) at different stations. Students can start at any of the stations, which are designed for students to work through as a group.

The entire lab can be done with these basic materials:

String and ruler

These additional materials are not necessary, but enhance the students’ experience:

ancient hominid skulls (human skull, ancient hominid skull(s), human skeleton, animal skeletons).

Time Frame: This lab often takes two full classes. It can take longer, depending upon how you approach it.

Details Below:

A. NEXT GENERATION SCIENCE STANDARDS HEREIN
DCI’s: LS4: Biological Evolution: Unity and Diversity

Cross Cutting Concepts: Patterns, Cause and Effect, Scale, Proportion and Quantity, Structure and Function, Stability and Change

Scientific and Engineering Practices:
Analyzing and Interpreting data, Constructing Explanations and Designing Solutions, Engaging in Arguments from evidence, Using Mathematical Thinking, Obtaining, Evaluating, and Communicating Information

B. SUGGESTED USES

Prior Knowledge: This can be used as an introduction to evolution, but more often I use it after I’ve taught how evolution by natural selection works, so that students may use the concepts they learned to write well-developed responses.

Materials and Setup: See above for materials, and optional materials. The other materials are included in the bottom of the lab. There is some basic cutting out, and stapling/gluing paper flaps onto paper, which is described simply, and included in the download. The materials are reusable, and after the initial cutting and gluing, the setup takes about 10-15 minutes.

Implementing the Lesson:

Since this station lab is designed for students to work through as an autonomous group, there isn’t much detail in implementing the lesson. I recommend reading through the answers so that, as you circulate the room while students work, you may guide them in the right direction.

I usually supplement this lab with some formal notes/more examples after the lab is done.

Terms of Use
• This packet is 1 classroom/teacher use only. Do not make copies or
email it to your colleagues. This was designed by me and is for your
personal (one user)use. You may
not share it or claim it as your own. You may not redistribute it.
• You are not permitted to use any part of this work to
create products for sharing or selling.
• You are permitted to share the cover image of the packet
on your website when referring to it in a post, as long as
you link back to my store.
All rights reserved by author.