Students role-play as organisms and ancestors to collaboratively construct a phylogenetic tree. By analyzing shared and derived traits, they work together to visualize evolutionary relationships and explain how species are connected through common ancestry.

• See resources in the Links below.

📄 TreeTOPS – a phylogeny icebreaker game - EMBL: https://www.embl.org/ells/teachingbase/treetops/#vf-tabs__section-a6116520-2467-4baa-9642-dd516aeae3e0

• Use a collaborative worksheet where groups sort traits and draw their own phylogenetic tree.
• Add DNA sequence comparisons to make the activity more advanced.
• Use animals, plants, or imaginary “alien” organisms for different teaching goals.
• Introduce convergent evolution cases to challenge assumptions about similarity.

• None

• What is a common ancestor, and why is it important in phylogenetics? (A species from which later species evolved; it helps explain shared traits.)
• Why do some organisms share traits but not belong to the same closest branch? (They may have evolved similar traits through convergent evolution.)
• How do molecular data (DNA/proteins) improve tree accuracy compared to just physical traits? (They reveal hidden similarities/differences not visible in morphology.)
• What does the branching point (node) on a phylogenetic tree represent? (A common ancestor of two or more lineages.)
• Why might scientists disagree on phylogenetic trees? (Data can be interpreted differently, or new evidence may change previous assumptions.)