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This material is part of a larger web site. Teaching evolutionary theory is foundational for all biological sciences and a key aspect of overall science literacy. The conceptual framework for understanding evolution relies on thinking clearly about evolutionary trees (phylogenetics) and how geological history influences biological processes and diversity. Central to a student's comprehension of evolutionary research is an understanding of how scientists infer evolutionary relatedness and how they integrate geographic data. To address these concepts, we developed a series of lessons suitable for a typical introductory biology course in which students learn to infer phylogenies for the plant family, Crassulaceae. In the first part of the lesson, students develop phylogenetic hypotheses based on both morphology and DNA sequence data, use software (MEGA: Molecular Evolutionary Genetics Analysis, FigTree) to infer a phylogeny, and compare trees constructed from the different data sources and statistical models. In the second part of the lesson, students use their phylogenies and additional software (RASP) to reconstruct the biogeographic history of Crassulaceae. The lessons described here help students better understand how geological changes during Earth history can influence evolutionary processes and species diversification. Students should come away from the lesson with an improved understanding of phylogenetic tree construction and interpretation, molecular dating, the geological time scale, and the role of biogeographic factors in macroevolution. The lessons are designed to be used sequentially, and incorporate various evidence-based teaching and learning strategies. Lessons were designed to complement lecture-based instruction for an introductory biology course, but suggestions for expanding the activities or adapting them to new audiences are provided.

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