A creative, hands-on lab where students build “organisms,” test survival in two environments, and analyze homologous, analogous, and vestigial structures.

Embark on an engaging journey of scientific discovery with the Comparative Anatomy Simulation. This innovative teaching resource takes students on an exciting exploration of evolutionary change, captivating their imagination while enhancing their understanding of these important concepts.

Within this carefully crafted document lies a transformative educational experience that has already received rave reviews from educators like you. Get ready to inspire your students as they delve into the world of evolution, and rest assured, they'll be engaged!

This activity requires nothing more than this comprehensive guide and a handful of everyday items you can easily find around your home. Think baby clothes hangers, plastic forks, plastic cups, or any similar objects you choose. The possibilities are endless!

The classroom experience unfolds as students are divided into six dynamic lab groups, each representing one of three distinct "organism families" derived from our chosen household items.

Picture this: a dramatic scenario unfolds in which a natural disaster strikes, splitting the classroom into two distinct environments. On one side, there's a flooded swamp where organisms must adapt to float. On the other side, a lava forest awaits, challenging organisms to evolve for flight. To achieve their evolutionary goals, students can access shared materials such as tape, glue, paper, rubber bands, and more. The only rule is simple but crucial: their creature must incorporate at least one element from their original family object, whether in whole or in part.

As the simulation unfolds, students witness which organisms "survive" and then engage in thought-provoking discussions. They explore the homologous and analogous structures within their creations, identifying the shared original items and distinguishing between the "floaters" and the "fliers." They even discover vestigial features.

But the learning doesn't stop there. Students are encouraged to make predictions about the ongoing evolution in these environments based on which organisms emerged successfully. In a profound exploration, they're prompted to examine a fundamental weakness in the model: the ability for organisms to "choose to change." This leads them to contemplate the ideas of Lamarck and how they apply differently in the real world.

Unlock the doors to captivating scientific inquiry and foster a deep understanding of evolution with the Comparative Anatomy Simulation. Your students will not only gain invaluable knowledge but also develop critical thinking skills that will serve them well in their academic journey and beyond. Don't miss the opportunity to revolutionize your teaching approach and captivate your students' curiosity. Order your copy today!

Grade Recommendation

Middle School: Grades 7–8
High School: Grades 9–10 Biology / Living Environment

Why:

• Concepts align directly with MS-LS and HS-LS evolution standards.

• Hands-on modeling is accessible for grades 7–8.

• The deeper analysis of model limitations and Lamarck vs. Darwin (explicit in teacher instructions) suits high school.

Cross-Curricular Connections / Extensions

Cross-Curricular Connections

• Engineering / STEM: Students engineer functional “creatures” based on environmental constraints.

• Art / Design: Creature creation encourages divergent thinking and design choices.

• ELA: Writing analyses of structure types, evolutionary predictions, and critiques of the model.

• Social Studies / Philosophy of Science: The comparison of Lamarck vs. Darwin is a historical component of scientific thought.

Extensions

• Students write a “field guide” entry about their species (habitat, adaptations, evolution over time).

• Graphing activity: track survival rates of each “family” to simulate allele frequency change.

• Repeat the simulation with new environments to show directional, stabilizing, or disruptive selection.

• Students propose improvements to remove Lamarckian elements from the model.
  

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NGSS Standards (with CCCs + SEPs)

This lesson aligns extremely well with NGSS evolution standards because students:

• Modify organisms based on environmental pressures.

• Analyze survival outcomes.

• Classify structures as homologous/analogous/vestigial.

• Identify the flaw in a Lamarckian-style model.

• Use models to explain common ancestry and natural selection.

Middle School Standards

MS-LS4-2

Use evidence to explain how genetic variations of traits in a population increase chances of survival and reproduction.

MS-LS4-3

Analyze data to identify patterns in survival across different environments.

MS-LS4-4

Construct explanations showing how natural selection leads to changes in traits over time.

MS-LS4-5

Gather and synthesize information about technologies used to study natural selection and evolution (applies when students discuss model limitations).

High School Standards

HS-LS4-1

Communicate scientific information about DNA/mutation leading to variation (represented symbolically by different “family objects”).

HS-LS4-2

Construct explanations based on evidence that evolution results from environmental pressures and differential survival.
This is the core of the activity.

HS-LS4-3

Apply statistical or graphical analysis to support evolutionary explanations (optional extension).

HS-LS4-4

Construct explanations for how natural selection leads to adaptation of populations.

HS-LS4-5

Evaluate evidence for conditions under which natural selection occurs.

Science & Engineering Practices (SEPs)

• Developing and Using Models: Students create organisms using materials and test survival.
  Teacher Instructions

• Constructing Explanations: Students justify which structures are homologous, analogous, or vestigial.

• Analyzing & Interpreting Data: Students evaluate survival outcomes across environments.

• Engaging in Argument from Evidence: Why did certain traits improve survival? Why is the model Lamarckian?

Crosscutting Concepts (CCCs)

• Structure and Function: Central to homologous/analogous/vestigial structures.

• Cause and Effect: Environmental pressures determine survival.

• Stability and Change: Populations shift over time based on traits.

• Systems and System Models: Students interact with a simplified model of evolution.

• Patterns: Patterns of shared ancestry appear via “family” structures.

Common Core Standards 

Strongly apply because students:

• Write explanations

• Provide evidence-based reasoning

• Compare scientific models

• Describe inferred evolutionary pathways
  …this lesson aligns strongly with CCSS.

Reading Standards (RST)

• RST.6-8.1 / RST.9-10.1 — Cite textual evidence when explaining structures and survival outcomes.

• RST.6-8.4 / RST.9-10.4 — Interpret vocabulary: homologous, analogous, vestigial.

• RST.6-8.7 / RST.9-10.7 — Integrate information from visual models (creatures, room environments, diagrams).

Writing Standards (WHST)

• WHST.6-8.2 / WHST.9-10.2 — Write explanations of evolutionary processes and structure classification.

• WHST.6-8.7 / WHST.9-10.7 — Conduct short research/analysis when discussing adaptations and ongoing evolution.

• WHST.6-8.9 / WHST.9-10.9 — Use evidence from the model to support reasoning.

Speaking & Listening (SL)

• SL.8.1 / SL.9-10.1 — Collaborative discussion during creature design & survival analysis.