This paper aims to find implications for scientific inquiry and evolution teaching at school by examining the evolutionary evidences and explanations in the 9th-grade science textbooks and the Natural History Museum(NHM). Insufficient evolutionary evidences in textbooks make it difficult for students to reason natural selection and evolution from a common ancestor, and the major evolutionary conceptions were explained as piecemeal knowledge. In contrast, NHM displayed the sufficient and concrete evidences including cladograms or phylogenetic trees, explicit transitional features, synapomorphies, and examples of organisms` adaptation, which are used to explain evolutionary concepts in an integrated way. Also, NHM showed an argumentative structure including ``questions cuing reasoning`` and a causal explanation integrating various evidences.