Republic of the Philippines

Department of Education
REGION VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF MANDAUE CITY

Supplementary Learning Module for

Senior High School Learners

Grade Levels: Grades 11 (ABM, GAS,

HUMSS)
Core Subject: Earth and Life Science
Semester: First Quarter: 2 Week: 6

Learning Competency:
S11/12LT-IVfg- 26: Explain how populations of organisms have changed and
continue to change over times showing patterns of descent with modification from
common ancestors to produce the organismal diversity observed today

S11/12LT-IVfg- 27: Describe how the present system of classification of organisms

is based on evolutionary relationships

Learning Outcomes:
1. Determine the evidences of evolution
2. Explain how and why organisms evolve
3. Describe how organisms are classified based on evolutionary relationships

Title: Evolution- The Origin and Extinction of

Species
 INTRODUCTION

Evolution is the change in the characteristics of a species over several

generations and relies on the process of natural selection. The theory of evolution is
based on the idea that all species are related and gradually change over time. It is
essential to understand that biologists recognize many ways that evolution can occur,
evolution by natural selection being just one of them, although it is often held to be the
most prevalent one. Evolution can also occur through genetic drift, mutation, or
migration. It can also occur through sexual selection, which some consider to be a
form of natural selection and others consider to be distinct from natural selection (the
latter having been Darwin’s 1859, 1874 view).

In the theory of natural selection, organisms produce more offspring that are
able to survive in their environment. Those that are better physically equipped to
survive, grow to maturity, and reproduce. Those that are lacking in such fitness, on the
other hand, either do not reach an age when they can reproduce or produce fewer
offspring than their counterparts. Natural selection is sometimes summed up as
“survival of the fittest” because the “fittest” organisms—those most suited to their
environment—are the ones that reproduce most successfully, and are most likely to
pass on their traits to the next generation. This means that if an environment changes,
the traits that enhance survival in that environment will also gradually change, or
evolve. Natural selection was such a powerful idea in explaining the evolution of life
that it became established as a scientific theory. Biologists have since observed
numerous examples of natural selection influencing evolution. Today, it is known to be
just one of several mechanisms by which life evolves. For example, a phenomenon
known as genetic drift can also cause species to evolve. In genetic drift, some
organisms (purely by chance) produce more offspring than would be expected. Those
organisms are not necessarily the fittest of their species, but it is their genes that get
passed on to the next generation.

https://www.nationalgeographic.org/encyclopedia/theory-evolution/

PRE –ASSESSMENT

1. Which is the best definition of Darwin’s fittest in “survival of the fittest?

A. The ability of a population to survive in any environment, compared to other
populations.
B. The ability of an individual to survive and reproduce in any potential environment,
compared to other individuals of that population.
C. The ability of a species to survive in a certain environment, compared to other
species.
D. The ability of a species to survive over time, compared to other species.
2. Which individuals are most likely to survive to reproduce?
A. Those that are well suited to their environment.
B. Those that are poorly suited to their environment.
C. Those that have no immunity to new diseases.
D. Those who can eat anything

3. The evolution of new traits is possible because:

A. selection can anticipate future environmental changes.
B. mutation and recombination during sexual reproduction produce new genotypes.
C. selection can act on the expression of existing traits in new tissue/organs or at
new
developmental periods leading to novel functions.
D. The last two (B and C) are both reasons why selection can lead to new traits.

4. What is likely to happen to an individual that is poorly suited to its environment?

A. It will not survive to reproduce.
B. It will survive and produce lots of successful offspring.
C. It will become extinct.
D. It can live longer

5. Which of the following is a true statement regarding pre-adaptations?

A. A trait that is imperfect due to genetic or developmental constraints.
B. A trait that evolved accidentally (usually due to genetic drift) and has no function.
C. A trait that evolved for one function, but that coincidentally is also suited for a
new,
different function.
D. A trait that is in the initial stages of evolving for a certain function, but has not yet
been perfected.

6. The creationist "argument from design" is based on the idea that complex
structures
and organisms can't arise by chance. The argument fails because, although
_________
is random, ___________ is not; it is directed in the sense of increasing adaptation.
A. evolution/selection C. selection/mutation
B. mutation/selection D. adaptation/mutation

7. The close similarity of some modern species to those living 390 million years ago
suggests that _____________.
A. Darwin’s theory of evolution was incorrect.
B. natural selection does not take place in burrowing animals.
C. shells do not evolve.
D. some species evolve more slowly than others.
8. Which of the following best describes Darwin’s theory of evolution?
A. Individuals with characteristics suited to their environment are more likely to
survive
and reproduce.
B. Only individuals with characteristics suited to their environment will survive.
C. Species become extinct if they do not match the environment in which they live.
D. Species survive only if they have similar characteristics to their parents.

9. One reason why Darwin’s theory of evolution by natural selection was only
gradually
accepted could have been because ___________.
A. at that time scientists did not know how characteristics were inherited.
B. Darwin had not carried out any experiments.
C. Darwin was not an accepted scientist.
D. there was no scientific evidence to support the theory.

10. When it was first put forward, the theory of evolution by natural selection was
based on
A. a series of controlled experiments. C. observations of the natural world.
B. hearsay. D. unreliable evidence.

ENGAGE

Based on this
evolutionary tree of life,
which group of organisms
are related? Which ones
are not so related?

https://mammothmemory.net/biology/characteristics-and-classifications
EXPLORE

How are cabbage and broccoli

related? What is their common
ancestor?

https://evolution.berkeley.edu/evolibrary/article/evo_30

EXPLAIN

Evidences of Evolution

During and since Darwin's time, people have been looking for and studying evidence
in nature that teaches them more about evolution. Some types of evidence, such as
fossils and similarities between related living organisms, were used by Darwin to
develop his theory of natural selection, and are still used today. Others, such as DNA
testing, were not available in Darwin's time, but are used by scientists today to learn
more about evolution.

Five types of evidence for evolution are discussed in this section: comparative
anatomy, fossil records, embryology and development, DNA comparisons, vestigial
structures.

1. Comparative Anatomy

a. How would you compare the bird

wing from that of a bat?

b. What are the similarities?

the differences?

https://evolution.berkeley.edu/evolibrary/article/evo_09
c. What is common in the hind legs of
these four different organisms?

d. What accounts for the similarities in

some bone structures?

2. Fossil Records

e. How do these fossils show that organisms

adapt gradually over the passage of time?

http://www.ksepka.org
3. Embryology and Development

f. What similarities can you find among

different organisms during their early stages
of development?

4. DNA Comparisons

g. Based on the data below, who do you think are we humans most related to?

h. Which organisms are closely related?

i. Which organism among those listed do humans have the farthest relation?
5. Vestigial Structures

-are an anatomical feature or behavior that no longer seems to have a purpose in the
current form of an organism of the given species. Often, these vestigial structures were
organs that performed some important functions in the organism at one point in the
past. Examples of vestigial structures include the human appendix, the pelvic bone of
a whale, and the wings of flightless birds. They provide evidence for evolution because
they suggest that an organism changed from using the structure to not using the
structure, or using it for a different purpose.

https://ib.bioninja.com.au/standard-level/topic-5-evolution
Activity 1. Evidences of Evolution

Explain how the given evidences support the Theory of Evolution.

Evidences How they support the Theory of Evolution

1. Comparative Anatomy Anatomical similarities between

organisms support the idea that these
organisms evolved from a common
ancestor.

2. Fossil Records

3. Embryology and Development

4. DNA Comparisons

5. Vestigial Structures

The Theory of Common Descent/ Common Ancestry

Common descent is a concept in evolutionary biology applicable when one

species, is the ancestor of two or more species later in time. Common descent is an
effect of speciation, in which multiple species derive from a single ancestral population.
The more recent the ancestral population two species have in common, the more
closely are they related. One of the strongest evidences for common descent comes
from gene sequences. Comparative sequence analysis examines the relationship
between the DNA sequences of different species, producing several lines of evidence
that confirm Darwin's original hypothesis of common descent.
 https://berto-meister.blogspot.com/

All life on Earth evolved from a single-celled organism that lived roughly 3.5 billion
years ago, a new study seems to confirm. The study supports the widely held
"universal common ancestor" theory first proposed by Charles Darwin more than 150
years ago.

Darwin described his theory as descent with modification. A single "simple" cell
changed gained more information and complexity resulting in all forms of life observed
today. Descent with modification is simply passing traits from parent to offspring with
small but significant changes (variations). Darwin's Theory of Evolution is the widely
held notion that all life is related and has descended from a common ancestor: the
birds and the bananas, the fishes and the flowers -- all related. Darwin's general theory
presumes the development of life from non-life and stresses a purely naturalistic
(undirected) "descent with modification". That is, complex creatures evolve from more
simplistic ancestors naturally over time. In a nutshell, as random genetic mutations
occur within an organism's genetic code, the beneficial mutations are preserved
because they aid survival -- a process known as "natural selection." These beneficial
mutations are passed on to the next generation. Over time, beneficial mutations
accumulate and the result is an entirely different organism (not just a variation of the
original, but an entirely different creature).

https://www.researchgate.net/publication/267324568_Darwin's_Theory_Of_Evolution
Activity 2. Common Descent with Modification

Group together animals that are more likely to have a common ancestor based on
their degree of morphologic similarity. For example: Cows and sheeps

https://www.nap.edu/read/5787/chapter/7#83
 Biological Classifications

Biological classifications are based on how organisms are related. Organisms are
classified into a hierarchy of groups and subgroups based on similarities that reflect
their evolutionary relationships. The species is the most fundamental unit of
classification. The system for naming and organizing things, especially plants and
animals, into groups that share similar qualities is called TAXONOMY.
All living organisms are classified into groups based on very basic, shared
characteristics. Organisms within each group are then further divided into smaller
groups. These smaller groups are based on more detailed similarities within each
larger group. This grouping system makes it easier for scientists to study certain
groups of organisms. Characteristics such as appearance, reproduction, mobility, and
functionality are just a few ways in which living organisms are grouped together. These
specialized groups are collectively called the classification of living things. The
classification of living things includes 7 levels: kingdom, phylum, classes, order,
families, genus, and species.

Activity 3. Classifying Organisms

To complete this activity, you will need a computer with Internet connection. Classify
four animals of your own choosing by filling in the table. Search the Internet to find the
taxonomy of the animals. Check at least three different sources to make sure the
information you find is correct.
The requirements are that TWO be of the same genus, THREE be of the same family,
and FOUR be of the same order.

Taxonomic Common Names Of Animals

Rank
1. 2. 3. 4.

Domain

Kingdom

Phylum

Class

Order

Family

Genus

Species

Scientific
Name
Activity 4. Man and Man’s Best Friend

People often say that dogs are “man’s best friend.” How closely related are dogs and
humans? To complete this activity, you will need a computer with Internet
connection, a
piece of paper, a pen or pencil, and crayons or markers.
1. Search the Internet to find the taxonomy of the domestic dog and humans, from
domain through species. Check at least three different sources to make sure the
information you find is correct.
2. Create a chart listing the taxonomy of each species side by side, similar to the chart
shown on the next page.

Levels of Classification Domestic Dog Human

Domain

Kingdom

Phylum

Class

Order

Family

Genus

Species

3. Circle classifications that are the same for dogs and humans using one color of
crayon or marker. Circle the classifications that are different using another color of
crayon or marker.
4. What does this information tell you about similarities and differences between dogs
and people?
ELABORATE

Advantages of Classifying Organisms

It helps in the specific identification of any given organism. It reveals the relationships
among various groups of organisms. It indicates the evolutionary relationship by
establishing the gradually increasing complexity of form and structure in different
groups of organisms.

The advantages of classifying organisms can be summarized as follows:

(i) Classification facilitates the identification of organisms. (ii) helps to establish the
relationship among various groups of organisms. (iii) helps to study the phylogeny and
evolutionary history of organisms.

Activity 5. Classifications of Life

Organisms are classified into domains and kingdoms based on specific

characteristics. Take a look at the classifications below and read the characteristics in
the boxes.

Decide how you would classify each organism into a domain and a kingdom based on
this information. Write your answers in the spaces below the pictures.
Domain: Domain: Domain:

Kingdom: Kingdom: Kingdom:

• Eukaryote • Prokaryote • Eukaryote

• Heterotroph • Heterotroph • Autotroph
• Reproduces sexually • Reproduces asexually • Simple organization
• Cannot live in extremely harsh
environments

Domain: Domain: Domain:

Kingdom: Kingdom: Kingdom:

• Prokaryote • Eukaryote • Eukaryote

• Lives in extreme environments • Heterotroph • Autotroph
• Reproduces asexually • Reproduces sexually and • Complex organization
asexually

REFLECTIONS

We are all related. We come from a common ancestor. Thus, we have a moral
obligation to protect one another, enrich our relationship and conserve our resources
for future generations to come.

Share your reflections!

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
POST ASSESSMENT

1. The presence of fossils supports the theory of evolution because __________.

A. fossil organisms are found in different layers of rocks.
B. fossil organisms have features in common with present-day organisms.
C. present-day organisms have evolved from fossil organisms.
D. adaptation to the environment by fossil organisms caused the development of new
species.

2. If two modern organisms are distantly related in an evolutionary sense, then one
should expect that _____________.
A. they live in very different habitats.
B. they should share fewer homologous structures than two more closely related
organisms.
C. their chromosomes should be very similar.
D. they shared a common ancestor relatively recently.
E. they should be members of the same genus.

3. Structures as different as human arms, bat wings, and dolphin flippers contain many
of the same bones, these bones having developed from very similar embryonic
tissues. How do biologists interpret these similarities?
A. by identifying the bones as being homologous structures
B. by the principle of convergent evolution
C. by proposing that humans, bats, and dolphins share a common ancestor
D. All of the above

4. Over evolutionary time, many cave–dwelling organisms have lost their eyes.
Tapeworms have lost their digestive systems. Whales have lost their hind limbs. How
can natural selection account for these losses?
A. Natural selection cannot account for losses, only for innovations.
B. Natural selection accounts for these losses by the principle of use and disuse.
C. Under particular circumstances that persisted for long periods, each of these
structures presented greater costs than benefits.
D. The ancestors of these organisms experienced harmful mutations that forced them
to find new habitats that these species had not previously used.

5. Biological control is using natural predators to control pests. Unfortunately, there

are risks involved if the biological control is a new species to the area. The reason for
this is because it __________.
A. might not have enough food to survive
B. has no natural predators, so it will overpopulate the area
C. may get killed off more quickly than expected
D. could restore the balance and be ineffective

6. Which of the following is/are key features of the theory of evolution?

A. Each species produces more offspring than can survive.
B. Offspring compete with one another for limited resources.
C. Organisms in populations are genetically unique.
D. Offspring with the most favorable traits are the most likely to survive and
pass on their genes.
7. According to Darwin's theory of natural selection, individuals who survive are the
ones best adapted for their environment. Their survival is due to the?
A. Possession of inherited adaptations that maximize fitness
B. Adaptation to their habitat
C. Competing with other species
D. Overprotective parents

8. Many people make their living by mating male and female plants or animals that
exhibit certain characteristics and selling their offspring. When a farmer selects and
breeds his or her best livestock, the process involved is?
A. Natural selection C. Artificial selection
B. Selective Breeding D. Genetic Engineering

9. Ostriches and penguins are examples of flightless birds. These species are closely
related to robins, hawks, and other birds that use their wings for flight. What is most
likely the reason ostriches and penguins do not have the gift of flight?
A. They both are too dumb to fly
B. They both can fly but choose not to
C. Ostriches and penguins occupy niches in their ecosystems that don’t require flight
D. They become heavy as they grow

10. All of the following evidences support the theory of evolution EXCEPT
_____________.
A. fossils B. molecular genetics C. comparative anatomy D. birth defects

Answer Key

REFERENCES

• Solomon, Berg, Martin (2008) Biology 8th Ed. Thomson Brooks. Instructor
Resources for Campbell Reece Biology

• https://www.researchgate.net/publication/267324568_Darwin's_Theory_Of_Evolution

• http://en.wikipedia.org/wiki/Charles_Darwin#Inception_of_Darwin.27s_evoluti
onary_theory ( accessed 06/06/20)

• http://en.wikipedia.org/wiki/Mutation (accessed 06/06/20)

• http://evolution.berkeley.edu/evolibrary/article/history_14 (accessed 06/08/20)

• https://www.youtube.com/watch?v=XOxsjdB4-ZQ (accessed 06/08/20)

 • http://evolution.berkeley.edu/evolibrary/article/mutations_01(accessed
06/08/20)

• https://www.youtube.com/watch?v=pQp2lFcDEbw (accessed 06/08/20)

• http://www.biography.com/people/charles-darwin-9266433#video-gallery
(accessed 06/08/20)

• http://www.brooklyn.cuny.edu/bc/ahp/BioInfo/MUT/Mut.Definition.html (accessed
06/08/20)

• http://darwin200.christs.cam.ac.uk/pages/index.php?page_id=d3 (accessed
06/08/20)

• All images in this module were taken from google images

(https://www.google.com/imghp?gws_rd=ssl) on the following dates: June 04,
2020 – June 10, 2020)

DISCLAIMER

I do not own or license any copyright rights in the texts, images, photographs,
graphics and other content provided in this module. I created this module solely
for non-commercial, informational and educational purposes. There is no
intention on my part to claim ownership as to the contents or make profit out of
this module.

Prepared by: Almer L. Corilla

SHS Faculty
Canduman National High School
June 10, 2020

Prepared by : Almer L. Corilla

SHS Faculty
Canduman National High School
June 11, 2020