Cold Spring Harbor Laboratory DNA Learning Center
wide view of DNALC museum exhibit including ancient human skeletons, Ötzi the Iceman mummy replica, video screen, display case of equipment replicas, life-sized photo of mannequin, and exhibition labels.

Ötzi the Iceman Field Trips

We offer stand-alone guided tours, and packages that include a tour with additional hands-on, Ötzi-inspired labs. These multidisciplinary activities are appropriate for a variety of classes, including: social studies, anthropology, biology, life science, and forensics.

For information for a middle school (grades 5-8) tour package, visit Middle School Program.

Reservation Details    Initiate Reservation

DNALC Activity Matrix

Initiate Reservation
circle with simple silhouette drawing of the Ötzi the Iceman mummy.

Our Human Inheritance, featuring Ötzi the Iceman

Museum Tour, DNALC in Cold Spring Harbor

Tour the museum exhibition on human evolution, including the first-ever Neanderthal skeleton reproduction and an exact replica of a 5,300 year-old man found frozen in the Ötztal Alps in 1991–Ötzi the Iceman. Hear Ötzi’s story and find out what we have learned about Neolithic times by studying his body, clothing and equipment.

  • Lab time: 1 hour
  • Grades 5 and above
  • Offered only at CSH DNALC location
circle with simple line drawing of the grain end of wheat stalks.

DNA Extraction from Wheat Germ

DNA evidence has confirmed the presence of wheat in Ötzi’s digestive tract. Use a simple procedure to isolate DNA from wheat germ and learn more about the development of agriculture and domestication of wheat during the Neolithic Period.

Standards PDF

Lab Length: 1 hour

Suggested Pre-Lab Teaching

  • Plant cell anatomy  
  • DNA structure and function

Lab Skills

  • Use graduated tubes and transfer pipettes to measure small volumes of liquid.
  • Follow a multi-step protocol.  

Conceptual Knowledge/Skills

  • Explain how DNA can be visible without a microscope.
  • Outline the process of DNA extraction from plant cells, including the purpose of detergent and alcohol.
  • Describe real-world examples of professions that use DNA extraction.

New York State Science Learning Standards/NGSS

Science and Engineering Practices Disciplinary Core Ideas Cross Cutting Concepts

Planning and Carrying Out Investigations
Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of an investigation.

LS1.A: Structure and Function
All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). (MS-LS1-1)
Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. (MS-LS1-2)

Cause and Effect
Cause and effect relationships may be used to predict phenomena in natural or designed systems.

Structure and Function
Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on shapes, composition, and relationships among its parts, therefore complex natural structures/systems can be analyzed to determine how they function. (MS-LS3-1)

 
circle with simple line drawing of five pollen grains.

Pollen Tells a Story

Analysis of the contents of Ötzi’s intestinal tract revealed background pollen that was used to place his whereabouts over the last 36 hours of his life. Using compound microscopes, combine pollen identification with digestive timing to deduce where he may have been prior to his untimely demise.

Standards PDF

Lab Length: 1 hour

Suggested Pre-Lab Teaching

  • Animal and plant cell anatomy
  • Flowering plant (angiosperm) reproduction.
  • Structure and function relationship

Lab Skills

  • Use a compound microscope to magnify and view pollen samples.
  • Identify pollen types found throughout Ötzi’s digestive system.

Conceptual Knowledge/Skills

  • Describe the role of pollen in plant reproduction.
  • Use lab pollen data to support an explanation of Ötzi’s movement in the days before he died.
  • Explain how pollen can be used to track changes in an individual’s geographic location.

New York State Science Learning Standards/NGSS

Science and Engineering Practices Disciplinary Core Ideas Cross Cutting Concepts

Constructing Explanations and Designing Solutions
Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.

Analyzing and Interpreting Data
Analyze and interpret data to provide evidence for phenomena.

S1.B: Growth and Development of Organisms
Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction. (MS-LS1-4)

LS4.A: Evidence of Common Ancestry and Diversity
The collection of fossils and their placement in chronological order (e.g., through the location of the sedimentary layers in which they are found or through radioactive dating) is known as the fossil record. It documents the existence, diversity, extinction, and change of many life forms throughout the history of life on Earth. (MS-LS4-1)

Interdependence of Science, Engineering, and Technology
Engineering advances have led to important discoveries in virtually every field of science, and scientific discoveries have led to the development of entire industries and engineered systems.

Patterns
Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.
circle with sketches of Otzi's hat coat and shoe

Ötzi FURensics

Learn how forensic scientists analyze materials to understand ancient life and then use these techniques to examine Ötzi the Iceman’s clothes and gear. Using microscopes to analyze fabric, hair, and fur from different animals, identify which materials the Iceman sourced for his Neolithic wardrobe and toolkit.

Standards PDF

Lab Length: 1 hour

Suggested Pre-Lab Teaching

  • Parts of the compound microscope, and microscope use
  • Introduction to the technology and apparel of the Neolithic

Lab Skills

  • Use compound microscopes to view hair samples.

Conceptual Knowledge/Skills

  • Compare known hair-types to those from Ötzi’s clothing.
  • Interpret class data to determine the origin of Ötzi’s clothing.
  • Describe the anatomy and characteristics of hair.
  • Explain how hair or fiber analysis could be used in another branch of forensic science. 

New York State Science Learning Standards/NGSS

Science and Engineering Practices Disciplinary Core Ideas Cross Cutting Concepts

Engaging in Argument from Evidence
Make and defend a claim based on evidence about the natural world that reflects scientific knowledge, and student-generated evidence.

Analyzing and Interpreting Data
Analyze and interpret data to determine similarities and differences in findings.

LS1.A: Structure and Function
In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. (MS-LS1-3)

Patterns
Similarities and differences in patterns can be used to sort and classify organisms.
Macroscopic patterns are related to the nature of microscopic and atomic-level structure.

Scientific Knowledge Assumes an Order and Consistency in Natural Systems
Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation.
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