Part of a “monster phylogeny,” showing where horns evolved.
Format: In person or online
Author: Beth Shook
Time needed: 30-50 minutes
Learning Objectives
Identify traits of characters and place them into a student-defined hierarchy to create a classification key
Draw a corresponding phylogeny (evolutionary tree) for the characters
Identify clades and corresponding primitive and derived characteristics using the phylogeny
Supplies Needed
Ten imaginary character cards/tiles per group (each group can have the same set of ten or a unique assortment). Characters (attached) can be printed on cardstock or laminated, or tiles from a child’s memory/matching game can be used.
Pencils with erasers
Colored markers
Blank paper
Rulers (optional)
Student worksheet (attached)
Readings
Etting, Stephanie. 2019. Chapter 5: Meet the Living Primates. Explorations.
Introduction
A phylogeny is a diagram depicting evolutionary relationships among organisms (taxa). Phylogenies are sometimes referred to as evolutionary trees or cladograms. These “family trees” are developed based on analysis of physical traits, or, increasingly, genetic information, that provide clues about the evolutionary relationships between these organisms.
In this lab, students create a fictional phylogeny by first identifying traits shared among fictional characters and developing a (student-defined) classification key. Students then draw the phylogeny and identify common ancestors (nodes), contemporary taxa (tips), and clades. They mark where certain traits evolved on the tree. Lastly, students identify primitive and derived traits for some of the clades.
Steps
This activity may be assigned as either an individual or small group activity.
Instructors will distribute 10 character images to each student or small group. Each group can have the same set of 10, or each group can have a unique assortment of characters (this is often more enjoyable). Printables (attached) can be printed (on cardstock or laminated), or tiles from a child’s memory/matching game can be used. It is not recommended to use images of real animals as students may feel pressured to select the “right” biological answer. Instead, students should be encouraged to be creative.There is no perfect phylogenetic answer. This lab is more about experiencing the process and learning the concepts.
Before the activity, the instructor should spend some time introducing what phylogenies are and how they are drawn and labeled. Some of this information is provided in the “background” section of the student worksheet (attached).
The instructor should also review how to identify clades and primitive and derived characteristics. It can be beneficial to go through a simple example ahead of time, articulating the expectations for how to circle clades, write in where traits evolved, and identify primitive and derived traits.
Using the cards and the instructions in the student worksheet (attached), students develop a classification key and a corresponding phylogeny. This phylogeny should be appropriately labeled. Lastly, students will circle some clades and identify primitive and derived traits.
Instructors should collect the students’ phylogenies to check for accuracy. Afterward, they should go through an abbreviated version of one of the phylogenies (or use the example attached) and check for students’ understanding of primitive and derived traits. Do not reveal the example to the students before they turn in their phylogenies, as it may bias their work.
Review Questions
What is the meaning of “phylogeny”?
Which characteristics did you focus on when you were developing your tree? Why? In this case we don’t know in what order the traits evolved in this group of taxa (they are fictional!). However, biologists want their phylogenies to reflect evolutionary history. What clues do biologists use to help them identify the order in which these traits evolved?
How would your phylogeny change if you chose to focus on different aspects?
What have you found to be the most helpful way to distinguish between primitive and derived traits for a given clade? Briefly describe how one trait on your phylogeny could be both a primitive and a derived trait.
Adapting for Online Learning
If this is an in-person lab, rank how adaptable to online learning it would be(mark in bold): Possible to adapt
This activity does not require many supplies and could be adapted for online classes if students can print and cut out the imaginary characters (attached) or move the digital images around in an electronic document (e.g., Google Slides). This activity can be difficult for some students new to these concepts, so it is important that students follow the order of the steps and ask questions during the process. It is best to do this activity during a synchronous online session (live with an instructor) or provide a demonstration first.
Etting, Stephanie. 2019. “Chapter 5: Meet the Living Primates.” In Explorations: An Open Invitation to Biological Anthropology,edited by Beth Shook, Katie Nelson, Kelsie Aguilera, and Lara Braff. Arlington, VA: American Anthropological Association. http://explorations.americananthro.org/
Primate taxonomy chart (Figure 5:11), a derivative work original to Explorations: An Open Invitation to Biological Anthropology by Stephanie Etting, is under a CC BY-NC 4.0 License. [Includes Lemur catta Linnaeus, 1759 by Roberto Díaz Sibaja, CC BY 3.0; Lorisoidea original to Explorations: An Open Invitation to Biological Anthropology, by Katie Nelson, CC BY-NC 4.0; Tarsiiformes original to Explorations: An Open Invitation to Biological Anthropology, by Mary Nelson, CC BY-NC 4.0; Cebinae Bonaparte, 1831 by Sarah Werning, CC BY 3.0; Colobus guereza Ruppell, 1835 by Yan Wong from drawing in the Century Dictionary (1911) (flipped horizontally), designated to the public domain (CC0); Papio cynocephalus by Owen Jones, designated to the public domain (CC0); animals silhouette wolf elephant (2755766) by mohamed_hassan, Pixabay License.]
