Andean Origin and Diversification of the Genus<i>Perezia</i>, an Ancient Lineage of Asteraceae

Strix (Strigidae) is a worldwide genus of 17 owl species typical of forested habitats, including Rusty‐barred Owls (S. hylophila), Chaco Owls (S. chacoensis), and Rufous‐legged Owls (S. rufipes) in South America. These species are distributed allopatrically, but the ecological traits that determine their distributions remain largely unknown and their phylogenetic relationships are unclear. We used species distribution models (SDMs) to identify variables explaining their distribution patterns and test hypotheses about ecological divergence and conservatism based on niche overlap analysis. For Rusty‐barred Owls and Chaco Owls, climatic factors related to temperature played a major role, whereas a rainfall variable was more important for Rufous‐legged Owls. When niche overlaps were compared, accounting for regional similarities in the habitat available to each species, an ecological niche divergence process was supported for Chaco Owl‐Rusty‐barred Owl and Chaco Owl‐Rufous‐legged Owl, whereas a niche conservatism process was supported for Rusty‐barred Owl‐Rufous‐legged Owl. Different ecological requirements support current species delimitation, but they are in disagreement with the two main hypotheses currently envisaged about their phylogenetic relationships (Chaco Owls as the sister taxa of either Rufous‐legged Owls or Rusty‐barred Owls) and support a new phylogenetic hypothesis (Rufous‐legged Owls as sister taxa of Rusty‐barred Owls). Our findings suggest that speciation of Rusty‐barred Owls and Rufous‐legged Owls was a vicariant event resulting from Atlantic marine transgressions in southern South America in the Miocene, but their niche was conserved because habitat changed little in their respective ranges. In contrast, Chaco Owls diverged ecologically from the other two species as a result of their adaptations to the habitat they currently occupy. Ecological and historical approaches in biogeography can be embedded to explain distribution patterns, and results provided by SDMs can be used to infer historical and ecological processes in an integrative way.

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“…, plants: Ortiz‐Jaureguizar and Cladera , Apodaca et al. ), including birds (Tambussi and Degrange ).…”

Section: Discussionmentioning

confidence: 99%

Predictive modeling for allopatricStrix(Strigiformes: Strigidae) owls in South America: determinants of their distributions and ecological niche-based processes

2017

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“…First, we examined relevant literature on evolution (e.g., Darwin, 1859;Dobzhansky, 1973;Coyne, 2009;Futuyma & Kirkpatrick, 2017) and phylogenetics (e.g., Felsenstein, 2004;Baum & Smith, 2012). All the authors of this article are researchers and have published papers in high-impact journals, such as Nature, Proceedings of the National Academy of Sciences, and Science, on the theory and practice of biodiversity (e.g., Sala, 2001Sala, , 2003Sala, , 2016Crisci, 2006Crisci, , 2008, biogeography (e.g., Crisci et al, 2003;Crisci & Katinas, 2009;Apodaca et al, 2015b), ecology (e.g., Huxman et al, 2004;Jobbágy & Sala, 2014;Gherardi & Sala, 2015;Sala, 2016), evolution (e.g., Crisci, 1981Crisci, , 1982Barreda et al, 2010;Katinas et al, 2013), phylogenetics (e.g., Crisci & Stuessy, 1980;Katinas & Crisci, 2000;Apodaca et al, 2015a), and teaching about evolution (e.g., McInerney, 1989McInerney, , 2009Crisci et al, 1993Crisci et al, , 2014National Academy of Sciences, 1998;Andrews et al, 2002;Crisci & Katinas, 2011).…”

Section: Validation Of the Concept Mapmentioning

confidence: 99%

A Concept Map of Evolutionary Biology to Promote Meaningful Learning in Biology

Apodaca

McInerney

Sala

et al. 2019

The American Biology Teacher

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Is it possible to teach biology without mentioning evolution? The answer is yes, but it is not possible for students to understand biology without the evolutionary context on which the meaning and intellectual value of biological concepts depend. Meaningful learning of evolution requires (1) that the students incorporate new knowledge into a cognitive structure linked with higher-order concepts; (2) a well-organized knowledge structure; and (3) a positive emotional attachment and identification (affective commitment) to the subject by the learner. Concept maps are useful tools in meaningful learning. We present a concept map that organizes concepts of history of life and the processes that generate it, and the hierarchical relationships among them. Biological evolution is a compelling account of life on Earth and of human origins. It constitutes a unifying explanatory framework that can generate a powerful affective commitment to the subject. The concept map provided here is tied to the Next Generation Science Standards (NGSS).

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Andean Origin and Diversification of the GenusPerezia, an Ancient Lineage of Asteraceae

Cited by 2 publications

References 34 publications

Predictive modeling for allopatricStrix(Strigiformes: Strigidae) owls in South America: determinants of their distributions and ecological niche-based processes

Predictive modeling for allopatricStrix(Strigiformes: Strigidae) owls in South America: determinants of their distributions and ecological niche-based processes

A Concept Map of Evolutionary Biology to Promote Meaningful Learning in Biology

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