Biology - HOT Science Lab

Teacher
Examining the Fossil Record
NGSSS:
SC.912.L.15.1 Explain the scientific theory of evolution is supported by the fossil record,
comparative anatomy, comparative embryology, biogeography, molecular biology, and observed
evolutionary change. (AA)
Purpose of the Lab/Activity:
analyze characteristics of fossils
compare placement of fossils and determine relative ages
develop a model evolutionary tree based on the morphology and age of fossils
Prerequisites:
Students should be familiar with the evidences that support the Theory of Evolution:
through comparative anatomy: homologous structures, analogous structure, and vestigial
structures; comparative embryology, and molecular biology.
Materials (per group):
Chart paper
Scissors
Markers
Glue or tape
Procedures: Day of Activity:
Before
activity:
a. What the teacher will do: Set up different stations that would allow
space for each of the parts of the activity.
b. Make sure there is a copy of the lab for each group. Provide chart paper
or newsprint to record the information collected from their investigation.
Students will need space to cut out the ―fossils‖ and arrange them in their
logical order.
c. It is important for students to complete an experimental design diagram
prior to the investigation in order for them to understand all parts of the
activity.
1. What is the problem statement Allow the students to discuss with
their group and decide on a question they choose to answer. For
example: How did the ―fossil‖ of this species change over time What
did the fossils suggest in terms of how this species evolved
2. State the hypothesis. Answer will vary but should include both
independent and dependent variable or reasoning from the students
and what they might be looking for. In this type of investigation
QUALITATIVE DATA will be collected. Therefore, students will provide
analysis and discussion
3. Identify the possible independent and dependent variable.
Independent: progression of changes in the species Dependent:
analysis and conclusion of the way the species may have evolved.
4. Examples: how often the fossils branched, the number of differences,
possible age of the fossils found.
Biology HSL Page 66
Curriculum and Instruction