Evolution review escape room with CER + tree-building station.

This digital escape-room style activity provides cumulative review of core evolution concepts through a sequence of structured problem-solving stations. Students apply previously learned knowledge to unlock codes by interpreting evidence, comparing evolutionary explanations, and constructing evolutionary models.

Students work through five stations that target major unit skills:

• Analyzing evidence for evolution

• Distinguishing between Lamarck’s and Darwin’s explanations

• Evaluating examples of natural selection using data and scenarios

• Constructing an evolutionary tree to model relationships

• Interpreting examples of co-evolution

At each station, students use their answers to generate part of an escape code. Codes must be combined and formatted accurately to complete the challenge, reinforcing both content understanding and procedural precision.

This activity is designed to:

• assess understanding of major evolution concepts

• require application rather than recall

• integrate multiple evolution skills in a single task

• function as an end-of-unit review or synthesis activity

A teacher key is included to support efficient implementation. This lesson works well as an evolution unit review or as a cumulative application task.

Grade Recommendation

Middle School (Advanced): Grades 7–8

Appropriate for advanced learners during an evolution unit.
Students need foundational knowledge of fossils, natural selection, and basic classification patterns.

High School: Grades 9–10

Ideal for:

• Biology / Living Environment Evolution Unit

• Regents review (covers: natural selection, evidence for evolution, comparative anatomy, cladistics, biochemistry)

This escape room aligns extremely well with the NYS Living Environment Evolution topic, making it classroom-ready for 9th grade.

To see a preview of this escape room, click here.

Cross-Curricular Connections & Extensions

ELA

• Reading scientific scenarios

• Interpreting graph-based CER evidence

• Hieroglyphic decoding → pattern recognition and visual literacy

• Structured written reasoning in the student packet

Math

• Half-life calculations

• Ordering fossils by depth

• Translating numerical book cipher codes to letters (Station 5)

• Logical sequencing in cladogram-building

Social Studies / History

• Egyptian hieroglyphs analogy (cryptography and archaeology)

Technology

• Google Forms interface

• Digital lock system

• Multimedia integration (video in Station 5)

Possible Extensions

• Students create their own evolutionary puzzle

• Use real half-life manipulatives (e.g., M&Ms → radioactive decay)

• Create a “biochemical evidence” gel using cut-up paper bands

• Group discussion on historical misconceptions (Lamarck)
  

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NGSS Standards (MS & HS)

This escape room strongly reinforces multiple evolutionary performance expectations across grade bands.

Middle School Performance Expectations

MS-LS4-1

Analyze and interpret data for patterns in the fossil record.
— Fossil depth ordering & relative dating (Station 1)

MS-LS4-2

Apply scientific ideas to explain how variations and natural selection lead to adaptations.
— Natural selection CER table (Station 3)

MS-LS4-3

Analyze data supporting that organisms with advantageous traits reproduce more.
— Peppered moths, finch beaks, antibiotic resistance (Station 3)

MS-LS4-4

Construct explanations for anatomical similarities and differences.
— Homologous vs. analogous structures question (Station 1)

MS-LS4-6

Use mathematical representations to support explanations of natural selection.
— Graph-based reasoning in CER
— Frequency changes across generations

High School Performance Expectations

HS-LS4-1

Communicate scientific information showing common ancestry and biological evolution.
— Homologous structures and gel electrophoresis evidence

HS-LS4-2

Construct explanations based on evidence that evolution results from several factors.
— Environmental pressures in CER scenarios
— Pollution, drought, antibiotics

HS-LS4-3

Apply statistical/graphical data to support claims of evolution.
— Moth frequency graph, finch beak data, antibiotic resistance curves

HS-LS4-4

Construct explanations based on evidence for how natural selection leads to adaptation.
— CER reasoning choices A–D (Station 3)

HS-LS4-5

Evaluate evidence for mechanisms of evolution (including coevolution).
— Coevolution scenarios in Station 5

Crosscutting Concepts (CCCs)

Patterns

Fossil layering, gel electrophoresis bands, anatomical similarities, trait frequency graphs.

Cause and Effect

Environmental changes → trait frequency shifts (moths, finches, bacteria).

Stability and Change

Population frequency changes due to selective pressures.

Structure and Function

Homologous vs. analogous structures, vestigial structures.

Systems and System Models

Cladograms as models of evolutionary relationships.

Science & Engineering Practices (SEPs)

Analyzing & Interpreting Data

Graphs, fossils, gel bands, CER tables.

Constructing Explanations

Students explain evolutionary mechanisms using evidence & reasoning.

Developing & Using Models

Cladograms, anatomical comparisons.

Using Mathematics and Computational Thinking

Half-life calculations, ordering, probability of mutations.

Obtaining, Evaluating, and Communicating Information

Evaluating evolutionary scenarios, decoding hieroglyphs/book ciphers.

Common Core Standards

This lesson includes substantial literacy + data analysis → Common Core applies strongly.

ELA (Science Literacy)

RST.9-10.3 — Follow multistep scientific procedures (escape station steps).
RST.9-10.7 — Integrate info from diagrams, graphs, & text (natural selection + fossils).
RST.9-10.8 — Distinguish claims from evidence in CER tables.
RST.9-10.9 — Compare multiple sources of evidence (fossils, anatomy, biochemistry).

Math

HSS.ID.A.1 — Interpret data in graphs.
MP.2 — Reason quantitatively (half-lives).
MP.4 — Use math to model evolutionary patterns.