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Science
Quarter 3 – Module 5:
Biodiversity and Evolution
Science – Grade 10
Alternative Delivery Mode
Quarter 3 – Module 5: Biodiversity and Evolution
First Edition, 2020

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Science
Quarter 3 – Module 5:
Biodiversity and Evolution
Introductory Message
The Self-Learning Module (SLM) is prepared so that you, our dear learners, can
continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-step as
you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each SLM.
This will tell you if you need to proceed on completing this module or if you need to
ask your facilitator or your teacher’s assistance for better understanding of the
lesson. At the end of each module, you need to answer the post-test to self-check
your learning. Answer keys are provided for each activity and test. We trust that
you will be honest in using these.

In addition to the material in the main text, Notes to the teacher are also provided
to our facilitators and parents for strategies and reminders on how they can best
help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part of
this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the tasks
in this module, do not hesitate to consult your teacher or facilitator.

Thank you.

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 What I Need to Know

This module was designed and written with you in mind. It is here to help
you master the nature of Biology. The scope of this module permits it to be used in
many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

After going through this module, you are expected to:

Explain how fossil records, comparative anatomy, and genetic information

provide evidence for evolution (S10LT-IIIf-39)
1. understand how evolution is being studied from the fossil record and
molecular data;
2. give the importance of understanding the origin of life;
3. explain why reproduction, variation, and adaptation are necessary for the
survival of species;

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 What I Know

Directions:Choose the letter of the best answer and write it in your notebook/on a
separate sheet of paper.

1. Where can most of the fossils be found?

a. black soil
b. granite rock
c. lava flows
d. sedimentary rock

2. Which of the following statements DOES NOT describe evolution?

a. evolution is continuous
b. evolution refers to change
c. the world is stable and unchanging
d. if there is mutation, there is evolution

3. Which pair of animals shows an example of homologous structures?

a. wings of a butterfly and a bat
b. flipper of a whale and forelimb of a cat
c. fingers of a human and arm of a starfish
d. tongue of a frog and proboscis of a mosquito

4. In what Era can the oldest fossils be found?

a. Cenozoic
b. Mesozoic
c. Paleozoic
d. Pre-Cambrian

5. Which is a more definite characteristic that shows relatedness of two

organisms?
a. similarity in DNA
b. similarity in structure
c. similarity in development
d. similarity in courting behavior

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Lesson

1 Biodiversity and Evolution

Organisms inhabiting the earth have changed overtime, their structures,

traits, and abilities allowed them to adapt and survive in their environment. Data
from the fossil records, anatomy and morphology, embryonic development and
biochemistry could be analyzed to demonstrate if evolution of life on earth has
taken place.

What’s In

Activity 1

Directions:Below is a vocabulary word list with missing letters. Read the definition
on the left side to complete each word on the right side. Write your answers in your
notebook/on a separate sheet of paper.

Vocabulary Word Definition

1. F_S_ _LS 1.Remains or traces of ancient life that have been
preserved by natural process
2. E_O_U_I_N 2.The process by which different kinds of living
organisms are thought to have developed and
diversified from earlier forms during the
history of the earth
3. P_L_ _NT_L_G_ _T 3. A person who studies fossils

Notes to the Teacher

This contains helpful tips or strategies that will help you in
guiding the learners.

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 What’s New

Determining the age of fossils

Do you how a paleontologist usually determines the age of a fossil?
Paleontologists make initial estimates of the age through the position in the
sedimentary rocks. Fossils found in the bottom layer are much older than those
found in upper layer of rocks.
Activity 2: The following activities will teach us how to determine the age of fossils.
Where Do I Belong?
Objective:
Draw and place the fossil of organisms in its proper Era and Period.
Material:
Pen and paper
Directions:
In your notebook/on a separate sheet of paper, try to place or draw the
fossils of the following organisms in the Era of Cenozoic, Mesozoic, and Paleozoic.
(page 7)

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 Drawing Fossil Era Period Organism

Trilobite An invertebrate. It Cenozoic Recent

lived in a shallow
Quintenary
marine environment
during Ordovician Tertiary
and Silurian periods

Crinoid Stem Crinoid looks like Mesozoic Cretaceous

plants but are
Jurassic Dinosaur
actually animals
related on our Triassic Crinoids
modern-day starfish.
They belong to
Phylum
Echinodermata and
lived during the
Triassic Period

Dinosaur bone Dinosaur or giant Paleozoic Permian

reptiles ruled the
Carboniferous Vascular
earth during the
Jurassic period under Devorian
Mesozoic Era.
Silurian Trilobites
Ordovician Trilobites
Cambian

Vascular Plant This fossilized leaf is

once part of an early
vascular plant during
the Carboniferous
Period

Q1. Analyze the table above. Which is assumed to be the oldest organism?
Why do you think so? What is the probable age of the fossil?
Q2. In what era can you possibly find the most recent fossil? Why do you say so?
Q3. Do you think there are organisms that lived during the Cambrian Period?
Explain your answer.
Q4. When do you think did the present-day humans first appeared on earth?
Q5. Describe how organisms are arranged in the table.

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 What is It

SOURCES OF EVIDENCE FOR EVOLUTION

Organisms inhabiting the earth have changed overtime, their structures,

traits, and abilities allowed them to adapt and survive in their environment. Data
from the fossils records, anatomy and morphology, embryonic development and
biochemistry could be analyzed to demonstrate if evolution of life on earth has
taken place.

Evidence from Fossil Records

Have you ever seen fossils of any organism? Fossils are examples of
evidences that paleontologists use in studying evolution. They are traces of
organisms that lived in the past and were preserved by natural process or
catastrophic events. They can be remains of organisms which include bones, shells,
teeth and also feces embedded in rocks, peat, resin, and ice. Paleontologist is a
person who studies fossils.

www.google.com/search?q=fossils www.fossilmuseum.net

Most fossils were commonly found in sedimentary rocks. They were from the
hard parts of the organism like woody stem, bones, or teeth.

paleo.prairie.illinois.edu petrifiedwoodmuseum.org
Compression Impression
Source: The Virtual Petrified Wood Museum
Another type of fossil is an imprint or impression. Imprints are shallow
external molds left by animal or plant tissues with little or no organic materials
present. Compression is the other side with more organic material.

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 What’s More

Hint of Evolution from Comparative Anatomy

Another hint of evolutionary concept is from the comparative anatomy.

Structures from different species which have similar internal framework, position,
and embryonic development are considered to be homologous.

Homologous structures may perform different functions in the species living

in a different environment, or it may have the same origin but different functions.

Here are some examples of homologous structures: forelimbs of dogs, birds,

lizards, and whales, which are structurally the same, but functionally different.

Structures of unrelated species may evolve to look alike, because the

structure is adapted to similar function. These are called analogous structure.
Analogous structures have similar functions but different origin.

Examples are wings of birds, bats, and insects that have the same function
but different in origin.

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Activity 3:
AHA! ANALOGOUS! HOMOLOGOUS!
Objectives:
1. Distinguish homologous structure from analogous structure.
2. Explain the relevance of comparative anatomy as an evidence of evolution.
Materials: Paper, Pen
Directions: Write H if the structures below are homologous and A if they are
analogous, and do this in your notebook/on a separate sheet of paper.

Structure Classification

Human arm Whale flipper

Human arm Alligator forelimb

Bat wing Butterfly wing

Butterfly wing Bird wing

Q1. Can you say that human, whale and bat might belong to a common ancestral
group? Explain why.
Q2. Give other examples of homologous structures.

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 What I Have Learned

Directions: Choose the correct word inside the parenthesis. Write your answer in
your notebook/on a separate sheet of paper.

1. (Fossils, Evolution) are traces of organisms that lived in the past and were
preserved by natural process or catastrophic events.
2. Most fossils were commonly found in (Igneous, sedimentary) rocks.
3. (Impression, Compression) are shallow external molds left by animal or
plant tissues with little or no organic materials present.
4. A person who studies fossils is a (meteorologist, paleontologist).
5. (Analogous, Homologous) perform different functions in the species living in
a different environment.
6. Structures of unrelated species may evolve to look alike. This is called
(analogous, homologous).
7. Dinosaurs or giant reptiles ruled the earth during the Jurassic period under
(Cenozoic, Mesozoic)
8. (Divergent, Convergent) evolution is the splitting of an ancestral population
into two or more sub-populations that are geographically isolated from one
another.
9. Popular Theory of Evolution was proposed by (Charles Darwin, Albert
Einstein)
10. An early stage of development in organisms is what we called (embryo,fetus)

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 What I Can Do

Activity 4:
So, who is My Relative
Objectives:
1. Compare the stages of embryonic development of the following
organisms.
2. Explain how embryonic development provides clues for evolution.
Materials:
Paper, Pen
Directions:
1. Study and compare the stages of embryonic development of the following
vertebrates. Write your answer in your notebook/on a separate sheet of
paper.

Stage 1

Stage 2

Stage 3

Fish Salamander Lizard Bird Cat Human

Q1. In what stages of development of the organisms above show similarities?

Q2. Identify the structure, how and where are they similar?
Q3. In stage 3, identify the structures that made the organisms unique from each
other?
Q4. Can embryonic development be an evidence that evolution took place?
Explain.

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 Assessment

Directions: Choose the letter of the best answer and write it in your notebook/on a
separate sheet of paper.
1. Where can most of the fossils be found?
a. black soil
b. granite rock
c. lava flows
d. sedimentary rock

2. Which of the following statements DOES NOT describe evolution?

a. evolution is continuous.
b. evolution refers to change.
c. the world is stable and unchanging.
d. if there is mutation, there is evolution.

3. Which pair of animals shows an example of homologous structures?

a. wings of a butterfly and wings of a bat.
b. flipper of a whale and forelimb of a cat.
c. Fingers of a human and arm of a starfish
d. Tongue of a frog and proboscis of a mosquito.

4. In what era can the oldest fossils be found?

a. Cenozoic c. Paleozoic
b. Mesozoic d. Pre Cambrian

5. Which of following statements best explains the Theory of Natural Selection?

a. Organs that are not used may disappear, while organs that are
constantly used may develop
b. In nature, the organism with desirable characteristics may survive,
while those with weaker traits may not.
c. Organisms develop desirable structures to survive in a given
environment.
d. Acquired characteristics of parents can be passed on to offspring.

6. According to evolutionists, which is the best test to show the relatedness of

two organisms?
a. Similarity in development
b. Similarity in courting behavior
c. Similarity in structure
d. Similarity in genomic DNA

7. It is the remains of once living things, fossil remains include bones, shells,
teeth, and also feces.
a. era
b. evolution
c. fossils
d. gene

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8. The gradual change in species over time is called _______.
a. adaptation
b. evolution
c. natural selection
d. nucleotide

9. A scientist who studies the history of life on Earth through the fossil record.
a. astrologist
b. meteorologist
c. paleontologist
d. physiologist

10. Which of the statements supports the idea that extinction is necessary?
a. To give way for other organisms to develop
b. To let other organisms, evolve and progress
c. To know who is the fittest
d. All the above

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 Additional Activities

Activity 5:
Follow the Track
Objective:
Explain the Theory of Natural Selection
Materials:
Pen
Paper
Procedure:

1. Observe the set of footprints in the diagram.

2. Try to tell a story about the different events.
3. Predict what can probably happen at the end of the diagram.

Diagram 1 Diagram 2 Diagram 3 Diagram 4

Q1. In Diagram 1, how many sets of footprints are there? Based on the size of
footprints, describe the organisms.
Q2. In what directions are the footprints going?
Q3. Describe or predict what is happening in Diagram 3. In Diagram 4

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Answer Key

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References

Book
Government of the Philippines, Department of Education, 2015.Grade 10 Learner’s
Material
Electronic Sources
Developing Electronic People’s Biodiversity Registers
https://www.epw.in/journal/2020/49/review-environment-and-
development.
Reefs as Cradles of Evolution and Sources of Biodiversity in the Phanerozoic
https://science.sciencemag.org/content/sci/327/5962/196.full.pdf · PDF
file
Unit 3: e theory and Biodiversity
https://www.edu.gov.mb.ca/k12/cur/science/found/gr12_bio/unit3.pdf · P
DF file

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