Download USING DNA TO EXPLORE LIZARD PHYLOGENY OVERVIEW This

Short Film
The Origin of Species: Lizards in an
Evolutionary Tree
HANDS-ON ACTIVITY
Educator Materials
USINGDNATOEXPLORELIZARDPHYLOGENY
OVERVIEW
ThislessonservesasasupplementtothefilmLizardsinanEvolutionaryTree.Thefilmfocusesonaclosely
relatedgroupoflizardscalledanoles(genusAnolis)thatliveintheCaribbeanislands.Theyhaveevolvedto
occupydifferentnichesintheenvironment,andresearchersarefindingsurprisinginsightsintoevolutionary
processes,suchasadaptationbynaturalselection,convergentevolution,andtheformationofnewspecies.
Inthisactivity,studentsexploretheevolutionaryrelationshipsoftheCaribbeananolelizards.Inpart1,students
examinethediverseappearanceofthelizardsandgroupthemintocategoriesaccordingtodifferentbodytypes.
Differencesbetweenthespeciesillustrateadaptiveradiation;studentscangeneratehypothesesaboutpossible
reasonswhydifferentadaptationshaveevolvedandinferevolutionaryrelationshipsamonglizardsbasedon
theiradaptations.Inpart2,mitochondrialDNAsequencedatafromthesesamespeciesoflizardsareusedto
generateaphylogenetictreetorevealtheirtrueevolutionaryrelationships.Thestudentsneedtoreconcilewhy
theevolutionarytreeobtainedinpart2isdifferentfromtheoriginalgroupingproposedinpart1.Students
watchthefilminstagesatdifferentpointsintheactivity.
KEYCONCEPTSANDLEARNINGOBJECTIVES
A. Anadaptationisastructureorfunctionthatconfersgreaterabilitytosurviveandreproduceina
particularenvironment.
B. Adaptiveradiationoccurswhenanancestralspeciesdiversifiesintomanydescendantspeciesthat
occupydifferentenvironmentalniches.
C. Differentgroupsoforganismscanindependentlyevolvesimilartraitsbyadaptingtosimilar
environmentsorecologicalnichesinaphenomenonknownasconvergentevolution.
D. DNAsequencecomparisonsamongdifferentpopulationsandspeciesallowscientiststodeterminethe
relatednessofdifferentspecies.
Aftercompletingthisactivity,studentsshouldbeableto:
• ExplainhowtheecomorphsofanolelizardsintheCaribbeanareexamplesofbothadaptiveradiation
andconvergentevolution
• UsesequencealignmentandphylogenygeneratingsoftwaretocomparemitochondrialDNAsequences
• Analyzedatafromaphylogenetictreeanddeterminewhetherthedatasupportahypothesis
CURRICULUMCONNECTIONS
Curriculum
Standards
NGSS(April2013)
MS-LS1-5,MS-LS4-2,MS-LS4-4,MS-LS4.A,MS-LS4.B,MS-LS4.C,HS-LS4-1,HSLS4-3,HS-LS4-4,HS-LS4-5,HS-LS4.A,HS-LS4.B,HS-LS4.C,
AP(2012–13)
1.A.1,1.A.2,1.A.4,1.B.2,1.C.1,1.C.2,1.C.3
IB(2015)
4,1,5.1,5.2,5.4,C.1
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PublishedMarch2014
UpdatedApril2015
Page1of11
Short Film
The Origin of Species: Lizards in an
TheMakingoftheFittest:
Evolutionary Tree
HANDS-ON ACTIVITY
Educator Materials
NaturalSelectionandAdaptation
TIMEREQUIREMENTS
Allowingtimefordiscussion,andviewingthefilm,thisactivitywilltaketwo50-minuteperiodsforanAPbiology
class.AllowformoretimeifyouneedtocoverbasicsofDNAalignmentingreaterdetail.
PRIORKNOWLEDGE
Beforedoingthislesson,studentsshouldhaveabasicunderstandingofnaturalselection,evolution,and
adaptation;familiaritywiththeconceptthatorganismsfillspecificnichesintheirenvironments;an
understandingthatDNAsequencechangesduringevolution,andcloselyrelatedspecieshavesimilarDNA
sequences;andabasicunderstandingofphylogenetictrees,especiallytheconceptthatcloselyrelatedspecies
arelocatedclosetogetheronadjacentornearbybranchesofaphylogenetictree.
MATERIALS
•
•
•
•
Asetoflizardcardsthataccompaniesthisdocument
Accesstoacomputerthatisconnectedtotheinternet
HHMIShortFilmLizardsinanEvolutionaryTree
(Optional)AcomputerwiththefreelyavailableClustalXprograminstalled.
BACKGROUNDSUMMARY
Thissectionprovidesabriefsummary.Formoreinformationabouttheanolelizardsandthefilm,pleaserefer
totheIn-DepthGuide(http://media.hhmi.org/biointeractive/activities/lizard/IDG_Lizards.pdf).
DifferentMorphologiesofAnoleLizards
Figure1:Caribbeanislandsarehome
totheanoles.Theanolespecies
featuredinthefilmandthisactivity
liveontheislandsofCuba,Jamaica,
Hispaniola(whichcomprisesHaitiand
theDominicanRepublic),andPuerto
Rico.(Reproducedwithpermission
fromLosos,J.Lizardsinan
EvolutionaryTree.UCPress,2009).
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Short Film
The Origin of Species: Lizards in an
TheMakingoftheFittest:
Evolutionary Tree
HANDS-ON ACTIVITY
Educator Materials
NaturalSelectionandAdaptation
SpeciesofCaribbeananolescanbecategorizedintosixgroupsaccordingtotheirbodycharacteristics
(morphology)andtheecologicalnichestheyoccupy.Thegroupsarereferredtoasecologicalmorphotypes,or
ecomorphs.Table1belowliststhesixanoleecomorphsfoundintheCaribbeanislandsandtheirbodyfeatures.
Thefilmdiscussesonlyfourecomorphs:thecrown-giant,trunk-ground,twig,andgrass-bushanoles.Inthis
activity,wehaverepresentativesfromthetrunk-crown,trunk-ground,twig,andgrass-bushanoles,shadedin
thetable.
Table1:SixEcomorphsofAnoleLizardsFoundintheCaribbeanIslands.
Ecomorph
Bodylength
Limblength
Toepadsize
Taillength
Color
Habitat
Crown-giant
130-191mm
Short
Large
Long
Usuallygreen
Trunk-crown
44-84mm
Short
Verylarge
Long
Green
Trunk
40-58mm
Intermediate
Intermediate
Short
Gray
Hightrunksand
branches
Trunks,branches,
andleaves
Trunks
Twig
41-80mm
Veryshort
Small
Short
Gray
Narrowtwigs
Trunk-ground 55-79mm
Long
Intermediate
Long
Brown
Grass-bush
Long
Intermediate
Verylong
Brown
Lowertrunkand
ground
Bushandgrasses
33-51mm
Thebodyfeaturesoftheecomorphsareadaptationstotheirparticularniches.(SeeFigure2foranillustrationof
thehabitatsofdifferentecomorphs.)Inthefilm,thelong-leggedtrunk-groundanolesareshowntomovefaster
onthegroundthantheshort-leggedtwiganoles.Thelong-leggedadaptationhelpsthemnotonlycatchpreyon
thegroundbutalsoavoidpredators.However,ontwigs,thetwiganolescanmoveeasilywiththeirshortlegs,
whilethetrunk-groundanolesareclumsy.Thegrass-bushanolesaresmallandhavelonglegsandstrikinglylong
tailsthathelpthembalanceonthinbranchesandbladesofgrass,andthetrunk-crownanoles,withtheirlarge
toepads,areadaptedtolivingonleafsurfacesinthecanopy.
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PublishedMarch2014
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Short Film
The Origin of Species: Lizards in an
TheMakingoftheFittest:
Evolutionary Tree
HANDS-ON ACTIVITY
Educator Materials
NaturalSelectionandAdaptation
Figure2:Anolesoccupyavarietyof
ecologicalniches.Differenttypesofanole
lizardshaveevolvedadaptationsthatenable
themtobesuccessfulindifferentecological
niches—differentpartsoftrees,grasses,and
bushes.Thefigureshowsthesixecomorphs
ofanolelizardsfoundintheCaribbean
islandsintheirhabitats.(Reproducedwith
permissionfromLosos,J.Lizardsinan
EvolutionaryTree.UCPress,2009).
ConvergentEvolutionAmongAnoleLizards
Therearedifferentexplanationsforwhysimilarecomorphclassescanbefoundoneachofthedifferentislands.
Onehypothesisisthateachecomorphevolvedonce,andthespeciesbelongingtothesameecomorphare
closelyrelatedtooneanother.Underthisscenario,onepossibilityisthattheislandswerecontiguousinthepast
whentheecomorphsevolved,andsubsequentplatetectonicsseparatedtheislands.Anotherpossibilityisthat
theecomorphsallevolvedonthesameisland,thentheyallmigratedoverthenarrowchannelsandestablished
themselvesineachoftheislands.Inthesescenarios,youwouldpredictthatDNAanalysiswouldreveal,for
example,thatthetwiganolespeciesonalloftheislandsaremorecloselyrelatedtooneanotherthantheyare
tothegrass-bush,trunk-ground,andtrunk-crownanolesonthesameisland.
Analternativehypothesisisthattheecomorphsevolvedrepeatedlyandindependentlyoneachoftheislands.A
predictionbasedonthishypothesisisthattheanolesoneachislandwouldbemorecloselyrelatedtoone
anotherthantheywouldbetospeciesonotherislandsbelongingtotheirecomorph.
WhenscientistsexaminedDNAsequencesfromdozensofspeciesofCaribbeananoles,theyfoundthatin
general,speciesonthesameislandtendtobemorecloselyrelatedtooneanotherthantospecieswithsimilar
bodytypesfoundondifferentislands.Thissuggeststhatthesameadaptationsevolvedindependentlyin
differentanolepopulationsoneachoftheislands,anexampleofconvergentevolution.
SUGGESTEDPROCEDURE
Studentscanworkindividuallyorinsmallgroupsofperhapsbetweentwoandfour,dependingonyour
classroom.Astudentworksheetisprovidedtoguidetheactivity,but,asexplainedbelow,therearepointsat
whichyoumaywishtostopandconductawholegroupdiscussion,showthefilmtothewholeclass,orexplaina
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Short Film
The Origin of Species: Lizards in an
TheMakingoftheFittest:
Evolutionary Tree
HANDS-ON ACTIVITY
Educator Materials
NaturalSelectionandAdaptation
concept.Alternatively,youcaninteractwitheachindividualstudentgroup,dependingonthedynamicsofyour
classroom.
Part1:IdentifyingtheEcomorphsandExploringAnoleAdaptiveRadiation
Atthispoint,studentshavenotseenthefilmLizardsinanEvolutionaryTreeyet.
1. Handoutthestudentworksheetforpartoneandasetoflizardcardstoeachgroup.Letteamsofstudents
examinephotographsof16speciesofanolelizardsandsortthemaccordingtohowtheyappearinthe
photographsintoasmanygroupsastheywant.
Studentscanuseanycluesinthephotographstogroupthelizardsastheyseefit.Theymayusefeaturesof
theecomorphs,includingcolor,thicknessorlengthoflegs,bodyshape,taillength,orsize.Theymayeven
groupthembythehabitatpictured,suchasbranches,treetrunks,orgrass.
2. Allowstudentstimetoanswerquestion1,thenasktheteamstoexplainhowtheygroupedthelizardsand
theirrationaleforthevariousgroupings.Iftheypickabodyfeature,askthemtospeculateaboutthe
advantagesordisadvantagesofsuchabodyfeatureintheenvironmenttheyoccupy.
3. Watchthefirstpartofthefilm(upuntil09:48,theendoftheexperimentonasmallrockyisland).
4. Allowstudentstimetoanswerquestion2andrevisetheirgroupingsiftheywish.
5. Revealthefourecomorphs.The16speciesrepresentthefollowingfourecomorphs.RefertoTable1for
moredescriptionsofecomorphs.Alsothefirstpageofthelizardpicturefilecanbeusedasamaster
reference.
Trunk-crown:green,footpads
Twig:shortlegs,pencil-likemorphology
Grass-bush:Slenderlimbs,body,andlongthintail
Trunk-ground:Robustandchunkyappearance,withlonglegs
6. Allowstudentstimetoanswerquestions3-6.Discussthebodyfeaturesoftheecomorphs,howtheyare
adaptedtotheenvironmenttheylivein,andtheconceptofadaptiveradiation.Forexample,thelargetoe
padsofthetrunk-crownanolesallowthemtoadheretoleavesandmoveaboutfreelyamongtheleavesof
thetreecanopy.Theshortlegsofthetwiglizardsareadaptationstolivingonthintwigs.Refertothe
DifferentMorphologiesofAnoleLizardssectioninthebackground.Discussquestion6,asitleadsintoPart2.
Part2:GeneratingaPhylogenyfromDNASequencesandRevealingEvolutionaryRelationshipsofAnoles.
(Optional)IfyourstudentshaveneverbeenexposedtogeneratingandinterpretingphylogeniesfromDNA
sequences,youmaywanttousethefollowingresourcesfromBioInteractive:
a. FollowtheprocedureoutlinedinIntroductiontoDNASequenceAlignmentUsingClustalX.
http://media.hhmi.org/biointeractive/activities/lizard/Sequence-Alignment-Introduction.pdf
b. HaveyourstudentsexploretheClickandLearnCreatingPhylogeneticTreesfromDNASequences.
http://www.hhmi.org/biointeractive/creating-phylogenetic-trees-dna-sequences
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PublishedMarch2014
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Short Film
The Origin of Species: Lizards in an
TheMakingoftheFittest:
Evolutionary Tree
HANDS-ON ACTIVITY
Educator Materials
NaturalSelectionandAdaptation
1. HandoutthefirsttwopagesofPart2ofthestudentworksheet.Readtheintroductionasawholegroupor
allowteamstimetoreadtheintroductionandanswerquestion1.StudentscanlookbackatPart1,question
6.
2. HavestudentsfollowthedirectionstodownloadtheAnolissequencestextfileandthenuse
www.phylogeny.frtoalignthesequencesandcreateaphylogenetictree.
3. Thewebsitewillgenerateaphylogenetictreethatcanbesavedinavarietyofformats.Becauseofthe
natureofthephylogeneticanalysisthatinvolvesrandomresampling,eachstudentmaygetaslightly
differenttree,buttheoverallpatternshouldbemostlysimilar.
Figure3:Example
phylogenyfrom
www.phylogeny.fr.
Students’phylogeny
shouldbesimilar,but
theremaybesmall
differences.
Therednumbersinthephylogenyresultarebootstrappingvalues,anddenotehowconfidenttheprogramis
aboutthespecificbranchpattern.Thevalueof1indicateshighconfidence;0indicatesnoconfidence.Values
lessthan0.5aregenerallyregardedasuncertain.However,becausethepurposeofthisactivityistoillustrate
theprincipleofDNAsequencecomparison,studentsshouldnotworryaboutittoomuch.
4. HandouttherestofPart2.Alternatively,youcouldprintouttwocopiesofthestudents’phylogenetictree
pergroupofstudents.Havethemusethelistoflizardspeciestocolorthetreesinthefollowingways:
a. Ononecopy,coloreachbranchaccordingtotheislandoforigin(Cuba,Hispaniola,Jamaica,orPuerto
Rico).Ifbothbranchesatanodearethesamecolor,colortherootbranchandcontinuelefttothenext
node.
b. Ontheothercopy,coloreachbranchaccordingtotheecomorphsimilarly.
5. Allowstudentstimetoexaminethephylogenetictreeandanswerquestions3-7.Discussasaclassifyou
wish.
6. Watchtherestofthefilm.
7. Allowstudentstimetoanswerquestion8.Discussasaclass.
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Short Film
The Origin of Species: Lizards in an
TheMakingoftheFittest:
Evolutionary Tree
HANDS-ON ACTIVITY
Educator Materials
NaturalSelectionandAdaptation
8. Studentsmayaskwhetherthereareexamplesofconvergentevolutioningroupsotherthantheanoles.
Perhapsthestudentscanbeenticedtovolunteeriftheyknowanythingthatlookslikeashark.Theycould
listtuna,dolphins,manatees,andichthyosaurs.Wingsinvertebratesareanotherclassicexample:birds,
bats,pterosaurs.Reducedorabsentlimbsisanother:snakes,caecilians,sirens,slowworms,wormlizards.
9. (Optional)RefertotheReference-Phylogenyfigureattheendofthisdocument.Thisisoneofthe
phylogeniespublishedinascientificjournal.Findthe16speciesusedinthisactivity,andseeiftheir
phylogenydiffersfromthetreegeneratedbythestudentgroups.
Somereasonsfordifferences:Thepaperusesmanymorespecies,whichcangeneratedifferentpatterns;
thepaperalsousesdifferentcalculationstoalignthesequencesandgeneratephylogenies.
LISTOFLIZARDSPECIES
Speciesname
Island
Ecomorph
Anolisalutaceus
Cuba
Grass-bush
Anolisangusticeps
Cuba
Twig
Anolischlorocyanus Hispaniola
Trunk-crown
Anoliscristatellus
PuertoRico Trunk-ground
Anoliscybotes
Hispaniola
Anolisevermanni
PuertoRico Trunk-crown
Anolisgrahami
Jamaica
Trunk-crown
Anolislineatopus
Jamaica
Trunk-ground
Anolisoccultus
PuertoRico Twig
Anolisolssoni
Hispaniola
Grass-bush
Anolisophiolepis
Cuba
Grass-bush
Anolisporcatus
Cuba
Trunk-crown
Anolispulchellus
PuertoRico Grass-bush
Anolissagrei
Cuba
Trunk-ground
Anolisshelpani
Hispaniola
Twig
Anolisvalencienni
Jamaica
Twig
Leiocephalusbarahonensis
Trunk-ground
Outgroup
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Short Film
The Origin of Species: Lizards in an
TheMakingoftheFittest:
Evolutionary Tree
HANDS-ON ACTIVITY
Educator Materials
NaturalSelectionandAdaptation
ANSWERS
Part1:IdentifyingEcomorphsandExploringAnoleAdaptiveRadiation
Forquestions1,2and3,studentanswerswillvary.It’simportantthattheycanexplaintheirrationale.
4. Afteryourteacherexplainsthevariousecomorphs,choseoneandexplainhowthecharacteristicsofthat
bodytypeareadaptationstothatecomorph’sparticularhabitat.
Refertotheecomorphchart(Table1)intheBackgroundInformationsection.
5. Howarethedifferentecomorphsexamplesofadaptiveradiation?
Adaptiveradiationoccurswhenanancestralspeciesdiversifiesintomanydescendantspeciesthatoccupy
differentenvironmentalniches.Eachofthedifferentecomorphsdisplaysphysicalcharacteristicsthat
maketheorganismsuitedtotheparticularnicheinwhichitlives.
6. WhydoyouthinksimilarecomorphclassescanbefoundonmanyofthedifferentislandsintheCaribbean?
Studentanswerswillvary.ThisanswercanbereferencedagaininPart2ifyouwish.
Part2:GeneratingaPhylogenyfromDNASequencesandRevealingEvolutionaryRelationshipsofAnoles.
1. Whichhypothesisaboutanoleevolutiondoyouwishtotest?Whydidyouchoosethatone?
Studentanswerswillvary.
2. Usingthelistoflizardspecies&thephylogenetictrees,colorinthephylogenetictreestogetavisualpicture
ofhowthespeciesevolved.
a.Coloreachbranchaccordingtotheislandoforigin(Cuba,Hispaniola,Jamaica,orPuertoRico).Ifboth
branchesatanodearethesamecolor,colortherootbranchandcontinuelefttothenextnode.Includea
legend.
Figure4:Phylogenycolored
inaccordingtogeographical
distribution.
Red=Cuba,Green=
Jamaica,Blue=PuertoRico,
Yellow=Hispaniola.
AllspeciesfromJamaica
clustertogether,andmany
speciesfromPuertoRico
clustertogether.Species
fromCubaandHispaniola.
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The Origin of Species: Lizards in an
TheMakingoftheFittest:
Evolutionary Tree
HANDS-ON ACTIVITY
Educator Materials
NaturalSelectionandAdaptation
b.Coloreachbranchaccordingtotheecomorphsimilarly.Includealegend.
Figure5:Phylogenycolored
inaccordingtoecomorphs.
Red=Trunk-ground,
Green=Trunk-crown,
Blue=Grass-bush,
Yellow=Twig.
Exceptfortwotwigspecies,
noneoftheecomorphs
clustertogether,meaning
theyarenotcloselyrelated.
3. Whatgeneralpatternsdoyouseeinthetree?
Ingeneral,thephylogeniesshouldshowthatspeciesfromthesameislandaremorecloselyrelatedthan
arespeciesfromthesameecomorphgroup.Forexample,thethreeJamaicanspeciesshouldcluster
together,aswillthreeofthefourPuertoRicanspecies.TheCubanandHispaniolaspeciesalsocluster,but
thepatternismorecomplicated.
4. Dospeciesfromthesameecomorphgrouptogetheronabranch?Explain.
Differentecomorphsaregroupedtogetheronbranches.Exceptfortwotwigspecies,noneofthe
ecomorphsclustertogether.
5. Dospeciesfromthesameislandgrouptogetheronabranch?Explain.
AllspeciesfromJamaicaclustertogether,andmanyspeciesfromPuertoRicoclustertogether.Species
fromCubaandHispaniolaalsocluster,butthepatternismorecomplicated.
6. Didthedatasupportthehypothesisyouchosetotest?
Studentanswerswillvarydependinguponwhichhypothesistheychose.
7. Areecomorphsareexamplesofconvergentevolution?Explain.
Ingeneral,thephylogeniesshouldshowthatspeciesfromthesameislandaremorecloselyrelatedthan
arespeciesfromthesameecomorphgroup.Thesepiecesofevidencesuggestthatmostofthelizardson
eachislandevolvedindependently,inaprocessofconvergentevolution,butthereareexceptions.
AnexampleofthisexceptionisAnolissheplani,aHispaniolatwigspecies,whichiscloselyrelatedto
anothertwigspeciesfromCuba,Anolisangusticeps,inabranchthatisotherwiseallCuban.Onecould
hypothesizethatA.sheplanievolvedafterHispaniolawascolonizedbyatwigecomorphspeciesfrom
Cuba.
8. Doyourresultsagreewithwhat’sshowninthefilm?Whatarethesimilaritiesanddifferences?
Theresultsshouldagreeingeneralwithwhat’sshowninthefilm.Thefilmexplainsthatspeciesonan
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Short Film
The Origin of Species: Lizards in an
TheMakingoftheFittest:
Evolutionary Tree
HANDS-ON ACTIVITY
Educator Materials
NaturalSelectionandAdaptation
islandaremorecloselyrelatedtooneanotherthantosimilarecomorphsonotherislands.Studentswill
likelynotethatthedatasettheywereworkingwithpresentedamorecomplexsetofrelationships(not
ascleanasinthefilm).Thegeneralpictureisthesame,buttherearesomecases(seequestion7)that
don’tfit.Furthermore,thefilmdiscussesfourecomorphs(thecrown-giant,trunk-ground,twig,andgrassbushanoles),oneofwhichisdifferentfromthespeciesinthisactivity.
RELATEDCLASSROOMRESOURCES
OtherResourcesforthefilm(http://www.hhmi.org/biointeractive/classroom-activities-origin-species-lizardsevolutionary-tree)Checkthispagetoseeotherresourcesdevelopedforthefilm.
SortingSeashells(http://www.hhmi.org/biointeractive/sorting-seashells):InthisClickandLearn,students
exploreprinciplesoftaxonomybysortingseashellsaccordingtotheirmorphologicalcharacteristicsand
constructinganevolutionarytree.
ClassroomActivities:BiodiversityandEvolutionaryTrees(http://www.hhmi.org/biointeractive/classroomactivities-biodiversity-and-evolutionary-trees):ThisisacompanionclassroomresourcetoaccompanytheClick
andLearnabove.ItalsoincludesaDNAsequencecomparisonactivityoftheseashells.Intheseashellactivity,
phylogenygeneratedbyexaminingmorphologycloselyalignswiththatgeneratedfromDNA,soitisagood
contrasttothecaseoftheanolelizardswherethetwodonotagree.
CreatingPhylogeneticTreesfromDNASequences(http://www.hhmi.org/biointeractive/creating-phylogenetictrees-dna-sequences):ThisClickandLearnexplainshowDNAsequencescanbeusedtogeneratesuchtrees,and
howtointerpretthem.
REFERENCES
Losos,J.(2009)LizardsinanEvolutionaryTree.UniversityofCaliforniaPress,Berkeley,CA.
Rabosky,D.L.,andGlor,R.E.(2010)Equilibriumspeciationofdynamicsinamodeladaptiveradiationofislandlizards.PNAS
107,22178-22183.
ClustalX:Larkin,M.A.,Blackshields,G.,Brown,N.P.,Chenna,R.,McGettigan,P.A.,McWilliam,H.,Valentin,F.,Wallace,I.M.,
Wilm,A.,Lopez,R.,Thompson,J.D.,Gibson,T.J.,Higgins,D.G..
(2007)ClustalWandClustalXversion2.0.Bioinformatics,
23,2947-2948.
Phylogeny.fr:Dereeper,A.,Guignon,V.,Blanc,G.,Audic,S.,Buffet,S.,Chevenet,F.,Dufayard,J.F.,Guindon,S.,Lefort,V.,
Lescot,M.,Claverie,J.M.,Gascuel,O.(2008)Phylogeny.fr:robustphylogeneticanalysisforthenon-specialist.NucleicAcids
Res.2008Jul1;36(WebServerissue):W465-9.Epub2008Apr19.
AUTHORS
WrittenbySatoshiAmagai,PhD,HHMI
StudentWorksheetcreatedbyValerieMay,WoodstockAcademy,AnnBrokaw,RockyRiverHighSchool,Susan
Dodge,consultant
EditedbyLauraBonetta,PhD,LauraHelft,PhD,HHMI;copyeditedbyLindaFelaco
ReviewedbyJonathanLosos,PhD,HarvardUniversity
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The Origin of Species: Lizards in an
TheMakingoftheFittest:
Evolutionary Tree
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NaturalSelectionandAdaptation
REFERENCEPHYLOGENY
Fig. S1. Maximum clade credibility (MCC) tree resulting from BEAST analyses. Posterior probability (pp) values from the MrBayes analyses used to generate
the starting tree for BEAST are indicated by circles above branches (black, pp > 0.95; gray, 0.95 > pp < 0.70; white, pp < 0.70). Island occupancy is indicated
across the tips of the tree (green, Cuba; blue, Hispaniola; yellow, Puerto Rico; orange, Jamaica).
Rabosky and Glor www.pnas.org/cgi/content/short/1007606107
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