Project Resurrection: Designing Evolutionary Success for Extinct Species

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Project Resurrection: Designing Evolutionary Success for Extinct Species

Grade 9Biology20 days

In this 9th-grade biology project, students assume the role of conservation scientists to design a scientifically viable and ethically responsible de-extinction plan for an extinct species. Participants use fossil records and DNA evidence to reconstruct evolutionary lineages and analyze how specific adaptations influence a species' fitness in both ancient and modern environments. The project culminates in a "Resurrection Pitch" where students present a comprehensive prospectus that balances biological feasibility with the ethical and ecological challenges of reintroducing species into today's changing world.

EvolutionNatural SelectionDe-extinctionAdaptationBiodiversityConservationEcology

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we, as conservation scientists, design a scientifically viable and ethically responsible "de-extinction plan" for an extinct species to ensure it can successfully adapt and thrive in a modern ecosystem?

Essential Questions

Supporting questions that break down major concepts.

How do changes in an ecosystem’s environmental conditions determine whether a species thrives, adapts, or faces extinction?
How can we use evidence from modern relatives and the fossil record to reconstruct the evolutionary history and survival needs of an extinct species?
In what ways do specific physical and behavioral adaptations contribute to an organism’s 'evolutionary fitness' in its original habitat versus a modern one?
How does genetic variation within a population influence its long-term survival and ability to resist new environmental pressures?
What are the ecological and ethical implications of reintroducing a 'resurrected' species into a modern ecosystem that has evolved in its absence?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Analyze evolutionary relationships between an extinct species and its modern relatives using fossil records and DNA evidence to justify its selection for de-extinction.
Evaluate how specific physical and behavioral adaptations contributed to an extinct species' fitness and predict how those traits would function in a modern ecosystem.
Apply principles of natural selection to model how a resurrected population might respond to current environmental pressures, such as climate change or invasive species.
Assess the ethical and ecological implications of reintroducing a species into a modified environment, considering both potential benefits and risks to existing biodiversity.
Design a comprehensive conservation plan that includes strategies for maintaining genetic diversity and habitat restoration to support the long-term survival of the resurrected species.

Next Generation Science Standards (NGSS)

HS-LS4-1

Primary

Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.Reason: Students will use evidence from the fossil record and modern relatives to reconstruct the evolutionary history of their chosen extinct species.

HS-LS4-2

Primary

Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.Reason: This standard is core to the project as students must explain how their species survived in the past and whether it has the 'fitness' to survive in a modern environment based on these four factors.

HS-LS4-3

Secondary

Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.Reason: Students will need to consider population genetics and the probability of survival for a small 'resurrected' population with limited genetic variation.

HS-LS4-4

Primary

Construct an explanation based on evidence for how natural selection leads to adaptation of populations.Reason: The project requires students to identify specific adaptations of their extinct animal and explain how those adaptations were shaped by its original environment.

HS-LS4-5

Primary

Evaluate the evidence supporting claims that changes in environmental conditions may result in (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.Reason: Students must evaluate why the species went extinct originally and use that evidence to argue whether a new 'de-extinction' plan can overcome those same environmental pressures today.

Common Core State Standards (ELA/Literacy in Science & Technical Subjects)

WHST.9-12.7

Supporting

Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.Reason: The project is a multi-week research-based inquiry that requires synthesizing biological data and ethical arguments into a cohesive plan.

Entry Events

Events that will be used to introduce the project to students

The Paleo-Safari Prospectus

Students are hired as 'Evolutionary Consultants' for a new world-class safari park that aims to feature extinct megafauna. They are given a budget and a map of modern biomes and must use comparative anatomy and evolutionary history to select a species that won't just survive in a cage, but can thrive in the wild.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

The Ancestry Archive: Mapping the Lineage

In this foundational activity, students act as 'Evolutionary Historians.' They will research their chosen extinct species and its closest living relatives. By comparing fossil records, vestigial structures, and modern anatomy, students will construct a cladogram to visualize the evolutionary lineage and justify why their species is a candidate for de-extinction based on its genetic and historical background.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Research your chosen extinct species and identify at least two modern-day biological relatives using online databases and scientific journals.

2. Analyze fossil evidence and anatomical descriptions to identify three shared homologous structures between the extinct species and its modern relatives.

3. Construct a cladogram (evolutionary tree) that illustrates the common ancestry and the points of divergence between the species.

4. Write a 'Lineage Report' explaining how the fossil record supports the claim that these species share a common ancestor.

Final Product

What students will submit as the final product of the activityAn 'Ancestry Archive' Infographic featuring a cladogram, a comparison table of traits between the extinct animal and its modern relative, and a summary of fossil evidence.

Alignment

How this activity aligns with the learning objectives & standardsHS-LS4-1: Students communicate scientific information about common ancestry by linking their extinct species to modern relatives through fossil and anatomical evidence.

Activity 2

The Adaptation Blueprint: Engineering Fitness

Students will perform a deep dive into the 'Fitness' of their species. They must identify specific physical and behavioral adaptations that allowed the species to survive in its original environment. Students will then use the four factors of natural selection to explain how these traits became dominant in the population before the species went extinct.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Identify four specific physical or behavioral adaptations of your species (e.g., thick fur for cold, specific tooth shape for diet).

2. Explain how each adaptation provided a survival advantage in the species' original prehistoric environment.

3. Draft a narrative explaining how the 'Four Factors of Evolution' (variation, overproduction, competition, and survival of the fittest) applied to this species during its peak.

4. Create a detailed 'Annotated Diagram' of the animal, highlighting where these evolutionary adaptations are located on its body.

Final Product

What students will submit as the final product of the activityA 'Biological Blueprint' poster or digital slide deck that labels specific adaptations and provides a written narrative of the natural selection process.

Alignment

How this activity aligns with the learning objectives & standardsHS-LS4-4 and HS-LS4-2: Students explain how natural selection leads to adaptation and how the four factors of evolution (variation, inheritance, competition, and proliferation) shaped their species.

Activity 3

The Extinction Autopsy & Habitat Audit

Before bringing an animal back, students must understand why it left in the first place. Students will investigate the 'Extinction Drivers' of their species—whether it was climate change, loss of habitat, or human intervention. They will then compare the ancient environment to a specific modern biome to determine if the species could survive the environmental pressures of today.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Investigate the primary cause of your species' extinction and categorize it as a change in climate, resources, or emergence of new predators/competitors.

2. Compare the temperature, precipitation, and vegetation of the species' original habitat with a modern-day location where you plan to reintroduce it.

3. Evaluate the modern environment for 'New Pressures' such as invasive species, pollution, or human encroachment that didn't exist during the animal's original era.

4. Argue whether the species would thrive or face 'Secondary Extinction' based on the comparison of these environmental factors.

Final Product

What students will submit as the final product of the activityAn 'Environmental Impact Case Study' comparing the paleo-environment to a modern-day habitat, concluding with a 'Survival Score.'

Alignment

How this activity aligns with the learning objectives & standardsHS-LS4-5: Students evaluate evidence showing how changes in environmental conditions result in the extinction of species and assess modern conditions.

Activity 4

The Resurrection Pitch: The Paleo-Safari Prospectus

This is the capstone activity where students synthesize all previous research into a formal pitch for the 'Paleo-Safari Safari Park.' They must not only prove the species can survive biologically but also address the ethical implications of reintroducing an extinct predator or herbivore into a modern ecosystem. They will present their plan to a 'Board of Directors' (the class/teacher).

Steps

Here is some basic scaffolding to help students complete the activity.

1. Synthesize your research from the previous four activities into a cohesive 'De-Extinction Prospectus' document.

2. Address the 'Ethical Dilemma': Write a section on the potential impact your species will have on the current local biodiversity (e.g., will it become an invasive species?).

3. Develop a 'Conservation & Management Plan' that outlines how you will monitor the animal's health and prevent it from escaping into human-populated areas.

4. Present your final 'Resurrection Pitch' to the class, using evidence-based arguments to defend your choice of species and your plan for its survival.

Final Product

What students will submit as the final product of the activityThe 'De-Extinction Master Prospectus'—a professional-style proposal document and a persuasive presentation.

Alignment

How this activity aligns with the learning objectives & standardsSynthesis of all standards (HS-LS4-1 through HS-LS4-5) and WHST.9-12.7: Students conduct sustained research to solve a problem and communicate their scientific findings.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

The Resurrection Project: De-Extinction Design & Evolutionary Analysis Rubric

Category 1

Evolutionary Foundations

Focuses on the biological evidence of evolution and the mechanisms of natural selection that shaped the species.

Criterion 1

Lineage Reconstruction & Evidence (HS-LS4-1)

Accuracy and depth of the cladogram and the use of fossil/anatomical evidence to support common ancestry between the extinct species and modern relatives.

Exemplary

4 Points

Constructs an intricate cladogram with precise divergence points; synthesizes multiple lines of empirical evidence (fossil, vestigial, and anatomical) to create a sophisticated narrative of common ancestry.

Proficient

3 Points

Constructs a correct cladogram; provides clear fossil and anatomical evidence to support the relationship between the extinct species and its modern relatives.

Developing

2 Points

Constructs a basic cladogram with some inaccuracies; provides limited or superficial evidence from the fossil record to support lineage claims.

Beginning

1 Points

Cladogram is missing or contains significant errors; evidence for common ancestry is absent, incorrect, or based on non-scientific information.

Criterion 2

Mechanisms of Adaptation & Fitness (HS-LS4-2, HS-LS4-4)

The identification of specific adaptations and the application of the four factors of evolution (variation, inheritance, competition, and proliferation) to explain species fitness.

Exemplary

4 Points

Identifies unique adaptations and provides a sophisticated explanation of how the four factors of evolution interacted to drive natural selection, using the species as a model for complex evolutionary change.

Proficient

3 Points

Identifies four adaptations and correctly applies the four factors of evolution to explain how these traits led to survival and reproduction in the original environment.

Developing

2 Points

Identifies some adaptations but applies the four factors of evolution inconsistently or with minor conceptual errors regarding natural selection.

Beginning

1 Points

Struggles to identify relevant adaptations or misidentifies the role of natural selection and the four factors in the species' evolutionary history.

Category 2

Ecological Viability & Environment

Evaluates the species' ability to survive in a modern context based on environmental changes and ecological data.

Criterion 1

Extinction Drivers & Habitat Audit (HS-LS4-5)

Analysis of the original causes of extinction and the rigorous comparison of paleo-environmental conditions to modern-day ecological pressures.

Exemplary

4 Points

Provides a comprehensive 'Extinction Autopsy' that evaluates complex interactions between environmental factors; conducts a highly detailed habitat audit that identifies nuanced modern pressures like invasive genetics or micro-climates.

Proficient

3 Points

Clearly identifies the primary cause of extinction and provides a thorough comparison between the ancient and modern environments, including temperature, precipitation, and predators.

Developing

2 Points

Identifies a cause of extinction but provides a generic or superficial comparison of environmental conditions; fails to identify specific modern pressures.

Beginning

1 Points

Fails to identify the cause of extinction or provides an inaccurate description of the environment; comparison between habitats is missing or illogical.

Criterion 2

Survival Probability & Population Viability (HS-LS4-3)

The use of biological data to predict the probability of survival for the resurrected population in a modern ecosystem.

Exemplary

4 Points

Develops a sophisticated 'Survival Score' model using concepts of probability and population genetics to predict long-term viability and adaptation potential with high accuracy.

Proficient

3 Points

Applies concepts of statistics and probability to support a logical explanation of why the species would likely thrive or fail in the chosen modern location.

Developing

2 Points

Provides a basic prediction of survival but lacks statistical support or fails to account for how heritable traits influence population proportions over time.

Beginning

1 Points

Makes an unsupported claim about survival without considering environmental fit, genetic variation, or the probability of population growth.

Category 3

Synthesis & Professional Communication

Focuses on the ability to synthesize scientific research into a professional proposal and address the societal/ethical impacts of science.

Criterion 1

Ethical & Ecological Stewardship (HS-LS4-5)

Evaluation of the ecological impact of reintroduction and the ethical considerations of 'playing god' with extinct biodiversity.

Exemplary

4 Points

Proposes a visionary conservation plan that includes advanced strategies for genetic diversity; provides a profound ethical argument that addresses complex biodiversity trade-offs and global implications.

Proficient

3 Points

Evaluates potential risks to local biodiversity and proposes a clear, feasible management plan to monitor species health and prevent ecological disruption.

Developing

2 Points

Mentions ethical concerns or ecological risks but lacks a concrete plan for managing the species or mitigating potential negative impacts on the ecosystem.

Beginning

1 Points

Disregards ethical implications and ecological risks; fails to provide a management plan for the reintroduction of the species.

Criterion 2

Scientific Synthesis & Persuasive Communication (WHST.9-12.7)

Effectiveness of the 'Resurrection Pitch' and the 'De-Extinction Master Prospectus' in synthesizing research and persuading the audience.

Exemplary

4 Points

Delivers a professional, compelling pitch that seamlessly synthesizes complex biological data into a persuasive narrative; uses high-quality visual aids and handles counter-arguments with scientific authority.

Proficient

3 Points

Presents a cohesive and well-researched prospectus that synthesizes all portfolio activities into a clear, evidence-based argument for de-extinction.

Developing

2 Points

Presents a summary of findings that lacks synthesis; the argument for de-extinction is present but relies more on opinion than on the accumulated biological evidence.

Beginning

1 Points

Pitch is disorganized, incomplete, or fails to use the research gathered in previous activities; lacks a persuasive or evidence-based argument.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

Looking back at your final prospectus, how did your understanding of 'evolutionary fitness' influence your ethical decision on whether we SHOULD bring a species back, regardless of whether we CAN?

Text

Required

Question 2

How confident do you feel in using evidence from modern-day biological relatives and the fossil record to accurately reconstruct the survival needs of an extinct species?

Scale

Required

Question 3

Which aspect of evolutionary theory was the most challenging to apply when designing a viable plan for a modern ecosystem?

Multiple choice

Required

Options

Mapping common ancestry through cladograms (HS-LS4-1)

Applying the four factors of natural selection to modern fitness (HS-LS4-2)

Evaluating the impact of environmental changes on extinction (HS-LS4-5)

Predicting the survival probability of a small population (HS-LS4-3)

Question 4

In your 'Extinction Autopsy,' you investigated why your species originally disappeared. How has this project changed your perspective on the role humans play in current global extinction trends?

Text

Required

Question 5

If you were to re-design your 'Resurrection Pitch,' what is the most important lesson you learned about the interdependence between an organism’s physical traits and its specific habitat?

Text

Optional