Author: Inbar Maayan

PhD student at Harvard University, working on the evolution and phylogeography of Jamaican anoles.

Biological Invasions Lead to Increased Aggressiveness in Endemic Lizards

Male of A. oculatus (background), displaying to the conspecific robot (foreground). Credit: Claire M.S. Dufour

Invasive species can have large negative effects on the environment and the economy, and this is a major driver of research interest. We want to understand what makes invasive species succeed or fail, so that we can tip the balance in favor of native counterparts. Increasingly, biological invasions are also recognized for their research value. These “accidental experiments” can help us answer questions about community assembly, species interactions and evolution (Losos et al. 1993; Stuart et al. 2014; Stroud 2019).

Much of the research on introduced species has focused on obtaining information that can help us predict the next invasion event. This includes efforts to understand pathways of invasion (which can be done using population genetic data) or to identify the traits that make invasive species so successful (which can be done by comparing invasive and non-invasive taxa). Less research has focused on what happens shortly after an invasive species gains a foothold. In particular, we know little about early behavioral interactions between invasive and native species. Might these exchanges determine invasion outcomes and patterns of spread?

Enter the anoles of Dominica

In a recent paper, Dufour and collaborators address this gap using native and invasive anoles in Dominica. The authors built lizard robots that mimic the morphology and display behavior of the invasive species (A. cristatellus) and the endemic species (A. oculatus). With these robots, they tested the responses of A. oculatus males when presented with conspecific and heterospecific displays. The authors used sites where both species are found, and sites where only the endemic is found. Therefore, they could contrast the responses of A. oculatus with and without prior experience with the invader.

Interspecific fight between A. oculatus (left) and A. cristatellus (right). Credit: Claire M.S. Dufour

Robots elicited the expected response. In addition, A. oculatus could discriminate a conspecific robot from a heterospecific robot. Intriguingly, a response to heterospecific displays was recorded even in A. oculatus populations with no prior experience with A. cristatellus. This finding is surprising given the lack of shared evolutionary history of the two species, and remains to be explained. Lastly, A. oculatus males that co-occur with A. cristatellus had a more aggressive display response.

A. oculatus are typically larger and are expected to be the dominant species during aggressive encounters (Dufour et al. 2018a,b). Therefore, it is possible that observed behavioral shifts will impact species coexistence and ultimately decide the long-term outcome of this invasion. Read all about Claire’s exciting new study!

 

Lizards in the Classroom: Learning about Evolution in Action

We are all familiar with the great insights that lizards offer researchers working on evolution– and they’re also great teaching tools! Timna Brown and Jessie Dorman, two fantastic science teachers at New Albany High School in Ohio, developed a lizard-based activity to teach their students about the different mechanisms driving evolution. Brown has posted about this activity on Instagram, and I was lucky enough to get the details from her:

“Getting students excited to learn about complex scientific concepts is not always easy, but this evolution activity is robust, challenging, and brings the concepts of evolution to a level which students can understand and apply. We call it ‘Don’t be a Lazy Lizard!’

Students use straws, scoops and spoons to “feed” at different types of resource stations.

With the goal of helping students understand the complexities and misconceptions surrounding evolution, this simulation teaches students about a multitude of concepts. Focusing on the mechanisms of evolution, these topics include: natural selection, drift, inheritance, mutation effects on a population, predator-prey relationships, environmental pressures, ecological niches, speciation, meiosis, hybridization, reproductive and geographic isolation, genotype, phenotype, dominant, recessive, biomagnification, importance of energy to reproduction, and energy’s role in evolution. Each of these real-world factors are introduced to the students in a tangible way: for instance, a trait might be adaptive in one environment, but costly in another.

In this simulation, students act as lizards with different traits such as body coloration (brown and green) and mouth type (straw, spoon, scoopy) which play an integral part in their ecology, behavior, and interactions. Through dozens of generations, the students compete with one another for access to nectar (water) at a variety of feeding sources (trees, reservoirs, lakes, and troughs). As they try to survive and thrive in their environment, they ‘reproduce’ with one another and exchange genetic information, demonstrating the roles of genotypes, phenotypes, dominant traits, and recessive traits. As lizards in the simulation, they deal with changing food supplies, introduction of predators and food sources, and interspecific competition. With each passing generation, the phenotypic and genotypic frequencies change, and students are able to see populations change over time: EVOLUTION! Things can get pretty heated when these lizards compete, so don’t be a lazy lizard!

Once they were done with the simulation, students graphed their data to understand how populations change over time.

Following the activity, students work on applying the knowledge they gained by answering questions from real-life scenarios of evolution in nature. Taking the data from the simulation, students graph the changes of different phenotypes over time, and connect these changes to various selective pressures. They also work on Hardy-Weinberg problems to investigate how scientists track changes in genotype frequencies related to various traits. Students also develop storyboards to show how their understanding of evolution changed over time as they participated in a population subject to various selective pressures. This activity takes a week or so, but it’s very worthwhile and has been shown to help students understand the critical concepts of evolution.”

 

 

Timna Brown and Jessie Dorman, evolution educators extraordinaire.

Activity Adapted from Lazy Lizards, by Jessica Dorman. For the activity guide, contact Jessie Dorman (dorman.1@napls.us) or Timna Brown (brown.76@napls.us).

 

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