• [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.
• [History of life: Grades 9-12] Biological evolution accounts for diversity over long periods of time. (LS4.A, LS4.D)
• [History of life: Grades 13-16] Biological evolution accounts for diversity over long periods of time.
• [Evidence of evolution: Grades 9-12] An organism's features reflect its evolutionary history.
• [Evidence of evolution: Grades 9-12] There is a fit between organisms and their environments, though not always a perfect fit. (LS4.C)
• [Evidence of evolution: Grades 9-12] The fossil record provides evidence for evolution.
• [Evidence of evolution: Grades 9-12] The fossil record documents the biodiversity of the past.
• [Evidence of evolution: Grades 9-12] The sequence of forms in the fossil record is reflected in the sequence of the rock layers in which they are found and indicates the order in which they evolved.
• [Evidence of evolution: Grades 9-12] There are similarities and differences among fossils and living organisms.
• [Evidence of evolution: Grades 13-16] An organism's features reflect its evolutionary history.
• [Evidence of evolution: Grades 13-16] There is a fit between organisms and their environments, though not always a perfect fit.
• [Evidence of evolution: Grades 13-16] The fossil record provides evidence for evolution.
• [Evidence of evolution: Grades 13-16] The fossil record documents the biodiversity of the past.
• [Evidence of evolution: Grades 13-16] The sequence of forms in the fossil record is reflected in the sequence of the rock layers in which they are found and indicates the order in which they evolved.
• [Evidence of evolution: Grades 13-16] There are similarities and differences among fossils and living organisms.
• [Mechanisms of evolution: Grades 9-12] Evolution results from selection acting upon genetic variation within a population. (LS4.B)
• [Mechanisms of evolution: Grades 9-12] Inherited characteristics affect the likelihood of an organism's survival and reproduction. (LS4.B, LS4.C)
• [Mechanisms of evolution: Grades 9-12] Traits that confer an advantage may persist in the population and are called adaptations. (LS4.B, LS4.C)
• [Mechanisms of evolution: Grades 9-12] Over time, the proportion of individuals with advantageous characteristics may increase due to their likelihood of surviving and reproducing. (LS4.B, LS4.C)
• [Mechanisms of evolution: Grades 9-12] Depending on environmental conditions, inherited characteristics may be advantageous, neutral, or detrimental.
• [Mechanisms of evolution: Grades 13-16] Evolution results from natural selection acting upon genetic variation within a population.
• [Mechanisms of evolution: Grades 13-16] Inherited characteristics affect the likelihood of an organism's survival and reproduction.
• [Mechanisms of evolution: Grades 13-16] Over time, the proportion of individuals with advantageous traits may increase (and the proportion with disadvantageous traits may decrease) due to their chances of surviving and reproducing.
• [Mechanisms of evolution: Grades 13-16] Traits that confer an advantage may persist in the population and are called adaptations.
• [Mechanisms of evolution: Grades 13-16] Depending on environmental conditions, inherited characteristics may be advantageous, neutral, or detrimental.
• [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 test their ideas using multiple lines of evidence. (P6, NOS2)
• [Nature of science: Grades 9-12] Scientists use multiple research methods (experiments, observational research, comparative research, and modeling) to collect data. (P2, P3, P4, NOS1)
• [Nature of science: Grades 9-12] Scientists can test ideas about events and processes long past, very distant, and not directly observable.
• [Nature of science: Grades 13-16] A hallmark of science is exposing ideas to testing.
• [Nature of science: Grades 13-16] Scientists test their ideas using multiple lines of evidence.
• [Nature of science: Grades 13-16] Scientists use multiple research methods (experiments, observational research, comparative research, and modeling) to collect data.
• [Nature of science: Grades 13-16] Scientists can test ideas about events and processes long past, very distant, and not directly observable.
• [Studying evolution: Grades 9-12] Scientists use fossils (including sequences of fossils showing gradual change over time) to learn about past life.
• [Studying evolution: Grades 9-12] Scientists use physical, chemical, and geological evidence to establish the age of fossils.
• [Studying evolution: Grades 9-12] Scientists use the geographic distribution of fossils and living things to learn about the history of life.
• [Studying evolution: Grades 13-16] Scientists use fossils (including sequences of fossils showing gradual change over time) to learn about past life.
• [Studying evolution: Grades 13-16] Scientists use physical, chemical, and geological evidence and comparative anatomy to establish the age of fossils.
• [Studying evolution: Grades 13-16] Scientists use the geographic distribution of fossils and living things to learn about the history of life.

• Disciplinary Core Idea LS4.A: Evidence of Common Ancestry and Diversity
• Disciplinary Core Idea LS4.B: Natural Selection
• Disciplinary Core Idea LS4.C: Adaptation
• Disciplinary Core Idea LS4.D: Biodiversity and Humans
• NOS Matrix understanding category 1. Scientific investigations use a variety of methods.
• NOS Matrix understanding category 2. Scientific knowledge is based on empirical 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

9-12 teaching tips:
The basic version of the lab is appropriate for an introductory biology course at the high school level. The advanced version of the lab is appropriate in level for AP students, but may be too time-consuming for many teachers to implement in a high school class. Answers to the worksheets are readily available online, so if this is a concern, you may wish to have students complete those in class.

13-16 teaching tips:
Because the trait under study is fish pelvic morphology, the lab can also be used for lessons on vertebrate form and function. In an ecology unit, the lab could be used to illustrate predator-prey relationships and environmental selection pressures. The sections on graphing, data analysis, and statistical significance make the lab a good fit for addressing the "science as a process" or "nature of science" aspects of the curriculum. Get more suggestions for incorporating evolution throughout your biology syllabus.

The entire lab and worksheet take approximately 2.5 to 3.5 hours to complete, depending on the student. Teachers have a great deal of flexibility as to which portions of the lab and worksheet they will use and whether students should do the assigned sections at home or in class, working individually or in groups. Based on student evaluation data we have seen, they generally enjoy working in pairs or small groups, and they complete the lab more quickly when doing so. Answers to the worksheets are readily available online, so if this is a concern, you may wish to have students complete those in class.

• Genetic Variation
• Geologic Time
• Natural Selection