Activity Introduction

Quick summary: Students imagine how humans will evolve in the future according to a range of selective agents. Using their knowledge of evolutionary processes students work in pairs to brainstorm ideas, answer questions and to create a future human.

Learning goals:

  • Students understand what evolution is, how it occurs and how it might apply to humans.
  • Students hypothesise agents affecting future human evolution and how speciation might occur in humans in the future.

21st century skills:

evolution future skills

Australian Curriculum Mapping

Content description:

Year 10 Science

  • The theory of evolution by natural selection explains the diversity of living things and is supported by a range of scientific evidence (ACSSU185)

Syllabus OutcomesSC5-5WS, SC5-6WS, SC5-7WS, SC5-14LW

General capabilities: Critical and creative thinking.

Cross-curriculum priority: Sustainability OI.2.

Relevant parts of Year 10 Science achievement standards: Students explain the processes that underpin heredity and evolution.

Topic: Evolution.

Time required: 60 mins.

Level of teacher scaffolding: Medium – facilitate discussion and oversee activity.

Resources required: Internet access, desktop or online image editing program, Student Worksheet – one copy per student OR computers/tablets to access the online worksheet, Where do you come from, Human evolution factsheet. Persuasive writing tips.

Digital technology opportunities: Image editing, digital sharing capabilities.

Homework and extension opportunities:

Keywords: Evolution, humans, speciation, selective agents.

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.


Teacher Worksheet

Teacher Preparation

Overarching learning goal: By participating in this lesson students will understand what evolution is, how it occurs and how it might apply to humans. Students will hypothesise agents affecting human evolution and how speciation might occur in humans.

Teacher content information:

Juan Enriquez: Will our kids be a different species? - (

Teaching sequence

15 minutes - Preparation activity.
10 minutes - Part A: Questioning future human evolution - Class discussion.
10 minutes - Part A: Questioning future human evolution - Answering questions.
25 minutes - Part B: Picturing future human evolution - Answering questions and creating future human.
15 minutes - Reflection (may be completed at home).

Work through this resource material in the following sequence:

Preparation: Ask students to complete this Flipped Classroom activity prior to commencing this activity (link also available on the Student Worksheet).

Part A: Questioning ...

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Student Worksheet

Thought starter: What does devolution mean?

Preparation - Will your kids be a different species?

Prior to this activity, complete this Flipped Classroom activity.


Part A: Questioning future human evolution

Work in pairs to answer the following questions:

How could survival of the fittest apply to human evolution?

How do you think humans will evolve in response to the following selective agents? Justify your answers:



Climate change

Sedentary lifestyles


How would speciation occur? Think of examples.

Will the same rate of evolution be seen in all humans around the world or will different changes occur in different parts of the world? Why?


Part B: Picturing future human evolution

What will a human living in an Australian city in 2500 look like? Using an online or desktop image editing program, create a picture of a person living in your nearest city in 2500. Include labels to explain and justify the way your person looks.


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