Knowledge in ecology, biology, use of graphing tools (Powerpoint) preferred.Your de-extinction candidate species is Kirkland’s WarblerRead the instruction very carefully, finish the attached worksheet.Note: if you don’t know how to use graphing tools, please draw the graph neatly.
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Assessment 4 Instructions
1. Download the “Assessment 4 Worksheet.” Begin working on the worksheet after reading
through this document.
2. Citations must follow the guidelines in the coursepack: “Literature Citation
3. Feel free to use your notes while working on this assessment.
4. Point values are provided in the rubric.
5. Students can discuss with each other only their research approach. Do not send drafts
of this assessment to each other or copy answers. This assessment is submitted to
Turnitin and checked for plagiarism, including copying websites or your peers.
a. Turnitin produces a similarity score and we use that score to indicate which ones
to check further for plagiarism
b. There is not a set similarity percentage that indicates plagiarism. The similarity
will depend on the length of the answers and if the questions are restated in
those answers.
6. Save the document as a Microsoft Word® document.
For this assessment, students will be creating a phylogenetic tree of the candidate species and
closely related species. This will be part of an investigation to determine if there is a possible
surrogate species.
What is a Surrogate Species?
To bring a species “back” from extinction an embryo carrying the genetic information of the
extinct species needs to be implanted into a mother so that it can develop. For some species,
the mother may also provide parental support for the offspring. This mother is referred to as the
“surrogate.” Surrogacy typically takes place in a controlled environment. Your candidate species
is now extinct. Is there an appropriate surrogate for that species? If so, which species is it and
why? The first step in answering this question is to determine which species are closely related
to the candidate species. Therefore, for this assessment, students will create a phylogenetic
Part 1: Finding Species
1. Record your de-extinction candidate species in the worksheet.
2. Go to the IUCN Redlist site for your species. Scroll down to the section titled
“Taxonomy.” Record the taxonomic information in the worksheet.
3. The taxonomic rank of Genus is the most exclusive of these ranks. That means species
within the same genus are very closely related. The first search you should make to find
a surrogate is to search the same genus within the IUCN list. Do this now.
a. If you find one or more additional species in your search, then select the first one
on the list for your surrogate.
b. Click on this species; is any information available on the IUCN site?
c. If so, then you’ve found one potential surrogate.
d. If not, go back to the list and click on the next species in the list.
e. Repeat this until you have five species with some information.
f. If you exhaust the “genus” species list, then skip down to step #4.
Assessment 4 Instructions
g. Record the common name and scientific name of the species in the worksheet.
Include the five that have some information. Note that scientific names are
always italicized.
h. Skip down to section “Part 2: Determining Relatedness” if you have five species.
4. Now, if you do this original Genus search and no other species are found (or you do find
other species, but no information is available), then go to the next most exclusive
taxonomic rank, which is Family. Species within the same family are closely related but
not as close as those species within the same genus. However, a species from the same
family will do just fine. Do this now.
a. As above, select the first species on the list and determine if there is any
b. Repeat this until you have five species with some information (or go to the next
taxonomic ranking, which is order).
c. Record the common name and scientific name of the species in the worksheet.
Note that scientific names are always italicized.
Part 2: Determining Relatedness
5. The first part of determining how closely related the species are is considering the
taxonomy, which you discovered in Part 1. For instance, if some of the species are in the
same genus while others are in the same family, then those in the same genus are more
closely related to each other than those in a different genus. If you chose more than one
outside the candidate’s genus, then check to see if the genus of those species is the
same or different. If they have the same genus, then they are more closely related to
each other than the candidate species. If it is different then their relatedness cannot be
determined just by the genus.
6. The next step is to identify the species on One Zoom, which is an interactive
phylogenetic tree that you may have used for the museum activity.
a. Once on the website, click on the “Explore” tab and select the appropriate
taxonomic group or “all complex life.”
b. Then either explore the tree to find your species or type the family or genus
name in the search textbox in the upper-right corner of the webpage.
c. If your species are not listed, then make a prediction of their relatedness based
on similar species that you find on One Zoom.
7. On the worksheet, 1) describe the predicted relatedness of the six species in words (like
the descriptions that were provided during the in-class portion of the museum activity)
and 2) describe the process that you used to determine their relatedness. There are six
species total (the five closely related species and the candidate species). If they are all
the same genus and not on One Zoom, then it is okay to just use shared derived
characteristics to predict their relatedness, like the museum activity.
Part 3: Identifying Characteristics
8. Create a rough sketch of the phylogenetic tree of the six species- do not include it in the
worksheet at this point.
9. Predict four shared derived characteristics of different clades. Use information from the
IUCN Red List or other sources to determine this. Consider physical and behavioral
characteristics, if available. Recall that habitat is not a characteristic, but physical
characteristics suitable for types of habitats may be shared derived characteristics.
7. Create a final version of the phylogenetic tree. Include the six species and the four
characteristics. Feel free to either hand-draw it neatly and take a photograph or create it
Assessment 4 Instructions
using a program, such as Microsoft PowerPoint ® and then saving the slide as an
image. Paste the image in the worksheet.
Part 4: Surrogate Species
8. After creating the phylogenetic tree, reflect on which species is the most suitable
surrogate species and to what extent that species is a suitable surrogate. Consider
evolutionary relatedness, shared derived characteristics, and IUCN conservation status
(i.e., endangered, least concern, etc.). Type a reflective paragraph in the worksheet that
provides your conclusion (which species and how suitable of a surrogate it would be)
and evidence supporting your conclusion.
Assessment 4 Instructions
Part 1
3 points
All taxonomy
information is
included, and
common and
scientific names
are included for
five closely
related species.
Part 2
2.25 points
75% of the
content is
complete and
correct (e.g., only
a few species are
listed or common
name but not
scientific name is
10 points
7.5 points
Description is
includes all six
missing one or
species and
two species. Or,
aligns with the
about 75% of the
process described description aligns
and Part 1 results. with the process
described and
Part 1 results.
Part 3
3 points
The tree aligns
with Part 2. It
includes six
species and four
shared derived
Part 4
4 points
includes a clear
conclusion of
which species is
most likely a
surrogate and is
supported by
relatedness and
20-17 points
1.75 points
55% of the
content is
complete. Or,
species are
included but are
not closely related
to the candidate
5.5 points
Description only
includes a couple
species, or only
compares the
relatedness of
each species to
the candidate and
not to the rest of
the species.
2.25 points
1.75 points
The tree largely
About half of the
aligns with Part 2. tree aligns with
Or, one or two
Part 2 or it aligns
characteristics are with Part 1 but not
not shared
Part 2. Or, the
derived (e.g.,
characteristics are
shared amongst
not included or
species before
largely incorrect.
the node).
3 points
2.25 points
Conclusion and
includes a clear
evidence are
conclusion of
present but
which species is
most likely a
Evidence is vague
(e.g., they are
related but how
closely are they
16-13 points
12-8 points
Not Evident
0 points
Less than half of
the content is
complete or
0 points
The description
largely does not
align with the
process described
and Part 1 results.
Or, a tree is
included instead
of a written
0 points
The tree does not
align with Parts 1
and 2 or is not
0 points
“Evidence” is a list
of shared
characteristics or
connection to a
Not Evident
7-0 points
Assessment 4 Instructions
Assessment 4 Worksheet
Please see the “Assessment 4 Instructions” document for guidelines.
Part 1: Finding Species

Common and scientific name of the candidate species:

Fill in the taxonomy information:

Record species names (common and scientific):
Part 2: Determining Relatedness

Predicted relatedness:
6-8 sentences

5 sentences
Part 3: Identifying Characteristics

Phylogenetic tree (paste below)
Graph (includes 4 shared derived characteristics)
Note: if you do not know how to use a graphing tool, you can draw it out neatly.
Part 4: Surrogate Species

Surrogate species reflection:
8-10 sentences

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