10

SCIENCE
QUARTER 3 – MODULE 4

WEEK 5: Sources Evidence of

Evolution
WEEK 6:Explain the Occurence of
Evolution

1
 What I Need to Know
This module offers an overview of the sources evidence of evolution. The module
is divided into three lessons, namely:

Lesson 1 – Evidences from Fossil Records

Lesson 2 – Hint of Evolution from Comparative Anatomy
Lesson 3 – Embryology

After going through this module, you are expected to:

1. identify the sources of evidence for evolution;
2. explain the different processes of aging fossils;
3. explain the role of fossils in evolution;
4. explain comparative anatomy;
5. differentiate analogous from homologous structure; and
6. explain how embryology is used as a concrete evidence for evolution.

What I Know
Multiple Choice. Choose the letter of the best answer. Write the chosen letter
on a separate sheet of paper.

1. Which of the following statement DOES NOT describe evolution?

A. Evolution is continuous. C. Evolution refers to change.
B. The world is stable and unchanging. D. If there is mutation there is evolution.
2. Where can most of the fossils be found?
A. Sedimentary rocks B. Granite Rocks C. Lava Flows D. Black Soil
3. The wing of the bat and the fore-limb of the dog are said to be homologous
structures. This indicates that:
A. They have the same function
B. They are structures which are similar due to common ancestry
C. The limb bones of each are anatomically identical
D. They have a different ancestry but a common function
4. Which of the following phrases best describes the process of evolution?
A. The development of man from monkey-life ancestors
B. The change of simple to complex organisms
C. The development of characteristics in response to need
D. The change of populations solely in response to natural selection
5. Which is a more definite characteristic to show relatedness of two
organisms?
A. Similarity in development C. Similarity in structure
B. Similar in courting behavior D. Similarity in genomic DNA
6. Biologists have discovered that:
A. animals obtain their specific characteristics by obtaining genes from
B. the plants that they eat
C. the basic simple language of the DNA code is the same for all organisms
all species evolve at the same relatively slow rate
D. Both B and C

2
7. The fossil record shows that:
A. most species have not evolved
B. some species are evolutionary transitions between major groups of organisms
C. all species are today just as they were when they were created
D. all species are not related to each other
8. Which of the following animals has the highest percentage of similarity
in amino acid with humans?
A. Horse B. Dolphin C. Chimpanzee D. Rattlesnake
9. The half-life of 238 U is 4.46 billion years. If a rock had a million such atoms when it
was formed, how many would be left after two half-lives (8.92 billion years)?
A. 1/3 of the original million, or 333,333 atoms
B. 1/4 of the original million, or 250,000 atoms
C. 1/2 of the original million, or 500,000 atoms
D. 2/3 of the original million, or 666,667 atoms
10. Which of the following statements supports the idea that extinction is
necessary?
A. To give way for other organisms to develop
B. To let organisms evolve and progress
C. To know who is the fittest
D. All of the above

3
 Lesson
Evidences from Fossil Records
1
Evolution is a key unifying principle in biology. As Theodosius Dobzhansky once
said, “Nothing in biology makes sense except in the light of evolution.”
But what, exactly, are the features of biology that make more sense through the
lens of evolution? To put it another way, what are the indications or traces that show
evolution has taken place in the past and is still happening today?

What’s New

Evidences from Fossil Records

Fossils tell us when organisms lived, as well as provide evidence for the
progression and evolution of life on earth over millions of years.

What Fossils Tell Us

Fossils are the preserved remains or traces of animals, plants, and other
organisms from the past. Fossils range in age from 10,000 to 3.48 billion years
old. The observation that certain fossils
were associated with certain rock strata
led 19th century geologists to recognize a
geological timescale. Like extant
organisms, fossils vary in size from
microscopic, like single-celled bacteria,
to gigantic, like dinosaurs and trees.

http://kolibri.teacherinabox.org.au/modules/en-
boundless

“Sue” T-rex skeleton: The bones of this Tyrannosaurus rex were preserved
through the process of permineralization, which suggests that this organism was
covered by sediment soon after death.
Most fossils were commonly found in sedimentary rocks. They were from
the hard parts of the organism like woody stem, bones, or teeth.

4
 What is It

Carbon Dating and Estimating Fossil Age

The age of fossils can be determined using stratigraphy, biostratigraphy, and

radiocarbon dating.

Determining Fossil Ages

Paleontology seeks to map out how life evolved across geologic time. A
substantial hurdle is the difficulty of working out fossil ages. There are several different
methods for estimating the ages of fossils, including:
1. Stratigraphy 2. Biostratigraphy 3. Carbon dating

Stratigraphy
Paleontologists rely on stratigraphy to date fossils. Stratigraphy is the science of
understanding the strata, or layers, that form the sedimentary record. Strata are
differentiated from each other by their different colors or compositions and are exposed
in cliffs, quarries, and river banks. These rocks normally form relatively horizontal,
parallel layers, with younger layers forming on top.
If a fossil is found between two layers of rock whose ages are known, the fossil’s
age is thought to be between those two known ages. Because rock sequences are not
continuous, but may be broken up by faults or periods of erosion, it is difficult to match
up rock beds that are not directly adjacent.

https://bio.libretexts.org/Bookshelves/Introductory_and_General_Biology

Sedimentary Rocks
The layers of sedimentary rock, or strata, can be seen as horizontal bands of differently
colored or differently structured materials exposed in this cliff. The deeper layers are
older than the layers found at the top, which aids in determining the relative age of
fossils found within the strata.
Biostratigraphy
Fossils of species that survived for a relatively short time can be used to match
isolated rocks: this technique is called biostratigraphy. For instance, the extinct
chordate Eoplacognathus pseudoplanus is thought to have existed during a short range
in the Middle Ordovician period. If rocks of unknown age have traces of E.
pseudoplanus, they have a mid-Ordovician age. Such index fossils must be distinctive,
globally distributed, and occupy a short time range to be useful. Misleading results can
occur if the index fossils are incorrectly dated.

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Relative Dating
Stratigraphy and biostratigraphy can
in general provide only relative dating (A
was before B), which is often sufficient for
studying evolution. This is difficult for some
time periods, however, because of the
barriers involved in matching rocks of the
same age across continents. Family-tree
relationships can help to narrow down the
date when lineages first appeared. For
example, if fossils of B date to X million
years ago and the calculated “family tree”
says A was an ancestor of B, then A must
have evolved earlier.

Radiometric Dating
Together with stratigraphic principles, radiometric dating methods are used in
geochronology to establish the geological time scale. Beds that preserve fossils typically
lack the radioactive elements needed for radiometric dating (” radiocarbon dating ” or
simply “carbon dating”). The principle of radiocarbon dating is simple: the rates at
which various radioactive elements decay are known, and the ratio of the radioactive
element to its decay products shows how long the radioactive element has existed in the
rock. This rate is represented by the half-life, which is the time it takes for half of a
sample to decay.
Half-life of Carbon-14: Radiometric dating is a technique used to date
materials such as rocks or carbon, usually based on a comparison between the
observed abundance of a naturally occurring radioactive isotope and its decay products,
using known decay rates.
The half-life of carbon-14 is 5,730 years, so carbon dating is only relevant for
dating fossils less than 60,000 years old. Radioactive elements are common only in
rocks with a volcanic origin, so the only fossil-bearing rocks that can be dated radio
metrically are volcanic ash layers. Carbon dating uses the decay of carbon-14 to
estimate the age of organic materials, such as wood and leather.

What’s More

WHAT’S MY AGE?
Objectives: Determine the age of fossil.
Materials: paper and pen
Directions: Use the information below to answer the age of the fossils.
One way scientists determine the age of fossils is by checking the amount
of radioactive carbon-14 in the fossil. Carbon-14 breaks down or decays to
form nitrogen-14; the rate of this decay is constant e.g. half of the remaining
Carbon-14 breaks down every 5,730 years. Use this information
and compute the age of the fossils below.

6
Fossil

Comparison of
Carbon-14
and Nitrogen-14
in sample

Age of Fossil
in years
Q1. What is the oldest Fossil?
Q2. Why is it important to know the age of the fossil?

Lesson
Hint of Evolution from Comparative
2 Anatomy

https://www.slideshare.net/ramhazard/geological-time-scale-66849369

7
 Hint of Evolution from Comparative Anatomy
The study of comparative anatomy predates the modern study of evolution. Early
evolutionary scientists like Buffon and Lamarck used comparative anatomy to determine
relationships between species. Organisms with similar structures, they argued, must
have acquired these traits from a common ancestor. Today, comparative anatomy can
serve as the first line of reasoning in determining the relatedness of species. However,
there are many hidden dangers that make it necessary to support evidence from
comparative anatomy with evidence from other fields of study.

What is In
C WHAT’S THE RELATIONSHIP

Direction: Choose the word or phrase inside the parenthesis which is not related to the
given term for each number.
1. Evolution (Gradual process, stable, change, continuous)
2. Fossils (imprints, trace, casts, direct)
3. Era (Cenozoic, Mesozoic, Jurassic, Paleozoic)
4. Geological time scale (sequence of geologic events, presented in the form of
a chart, evolution of the Solar System, scale starts with Pre-cambrian.)
5. Relative dating (method of determining the age of a fossil, comparing
fossils in other layers of rock, process of determining old geologic event,
used to determine a fossil’s approximate age)
6. Radiometric dating (organic origin, radioactive element, decay rate, whole
life)
7.Homologous structure (similar in structure and location, doesn't
necessarily share the same purpose, connection to a common ancestor, look
exactly the same)
8. Analogous structure (Similar Functions, no shared ancestry, may look
similar externally, Inherited from a common ancestor)
9. Convergent evolution (organisms that are not closely related, creates
homologous structures, independently acquire similar characteristics. adapt
to similar environmental conditions)
10. Divergent evolution (two separate species evolve, common ancestor,
develops analogous structures, living under different conditions)
Homologous and Analogous Traits
A major problem in determining evolutionary
relationships based on comparative anatomy can be
seen when we look at a commonly found structure:
the wing. Wings are present in a number of very
different groups of organisms. Birds, bats and insects
all have wings, but what does this say about how
closely related the three groups are? It is tempting to
say that the three groups must have had a common
winged ancestor. However, were you actually to take
the bait and say it, you would be wrong. Dead wrong.
The wings of bats and birds are both derived from the
forelimb of a common, probably wingless, ancestor. https://www.geo.arizona.edu/Antevs/
Both have wings with bone structures similar to the nats104/00lect12.html
forelimbs of ancestral and current tetrapod, or four-
legged, animals. Such traits that are derived from a trait found in a common ancestor
are called homologous traits.

8
 Structurally speaking, though, the wings of bats and birds have little in
common with those of insects. Bird wings and insect wings are an analogous
trait, or a trait that has developed independently in two groups of organisms
from unrelated ancestral traits.

Lesson
Embryology
3
Embryology
Another difficulty in comparing traits between species rests on the fact that
homologous structures not present in the adult organism often do appear in some stage
of embryonic development. In this way, the embryo serves as a microcosm for evolution,
passing through many of the stages of evolution to produce the current state of the
organism.
Species that bear little resemblance in their adult form may have strikingly similar
embryonic stages. For example, in humans, the embryo passes through a stage in which
it has gill structures like those of the fish from which all terrestrial animals evolved. For
a large portion of its development the human embryo also possesses a tail, much like
those of our close primate relatives. This tail is usually reabsorbed before birth, but
occasionally children are born with the ancestral structure intact. Tails and even gills
could be considered homologous traits between humans and primates or humans and
fish, even though they are not present in the adult organism.

Source:http://ecslivingenvironment.weebly.com/lesson-53-embryonic-
development.html

9
 Assessment
Multiple Choice. Choose the letter of the best answer. Write the chosen letter
on a separate sheet of paper.
1. Which of the following phrases best describes the process of evolution?
A. The development of man from monkey-life ancestors
B. The change of simple to complex organisms
C. The development of characteristics in response to need
D. The change of populations solely in response to natural selection
2. Which of the following statement DOES NOT describe evolution?
A. Evolution is continuous. C. Evolution refers to change.
B. The world is stable and unchanging. D. If there is mutation there is evolution.
3. Which is a more definite characteristics to show relatedness of two organisms?
A.Similarity in development C. Similarity in structure
B. Similar in courting Behavior D. Similarity in genomic DNA
4. Where can most of the fossils be found?
A. Sedimentary rocks B. Granite Rocks C. Lava Flows D. Black Soil
5. The wing of the bat and the fore-limb of the dog are said to be homologous
structures. This indicates that:
A. They have the same function
B. They are structures which are similar due to common ancestry
C. The limb bones of each are anatomically identical
D. They have a different ancestry but a common function.
6,Biologists have discovered that:
A. animals obtain their specific characteristics by obtaining genes from the
plants that they eat
B. the basic simple language of the DNA code is the same for all organisms
C. all species evolve at the same relatively slow rate
D. B and C
7. The fossil record shows that:
A. most species have not evolve
B. all species are not related to each other
C. all species are today just as they were when they were created
D. some species are evolutionary transitions between major groups of Organisms
8. Which of the following animals has the highest percentage of similarity in amino
acids with humans?
A. Dolphin B. Horse C. Rattlesnake D. Chimpanzee
9. The half-life of 238U is 4.46 billion years. If a rock had a million such atoms
when it was formed, how many would be left after two half-lives (8.92 billion years)?
A. 1/4 of the original million, or 250,000 atoms
B. 1/3 of the original million, or 333,333 atoms
C. 2/3 of the original million, or 666,667 atoms
D. 1/2 of the original million, or 500,000 atoms
10. Which of the following statements supports the idea that extinction is necessary?
A. To give way for other organisms to develop
B. To let organisms evolve and progress
C. To know who is the fittest
D. All of the above

10
 Key of Correction

References
 Alfonso, Florante, L. et al (2017) World of Science for Critical Thinkers 10.
Quezon City,The Library Publishing House pp. 225 -.231
 Bandoim, L. (2019) Anatomical Structures: Homologous, Analogous & Vestigial.
Retrieved from: https://sciencing.com/anatomical-structures-homologous-
analogous-vestigial-13719068.html
 Khan Academy (2017) Evidence for evolution. Retrieved from:
https://www.khanacademy.org/science/biology/her/evolution-and-natural-
selection/a/lines-of-evidence-for-evolution
 Pavico, Josefina Ma. F.et al (2015) Exploring Life Through Science, The New
Grade 10, Quezon City, Phoenix Publishing House. Pp.326 – 333
 Republic of the Philippines, Department of Education, (2015) Science 10
Learner’s Material,
 Rex Bookstore. Pp. 302 – 315
 Yenko, J. (2018) Embryonic Development & Life Cycles of Invertebrates &
Vertebrates. Retrieved from: https://study.com/academy/lesson/embryonic-
development-life-cycles-of-invertebrates-vertebrates.html
 Lumen: Boundless Biology. Retrieved from
 https://courses.lumenlearning.com/boundless-biology/chapter/evidence-of-
evolution/
 Sparknotes: evidences for Evolution Retrieved from
https://www.sparknotes.com/biology/evolution/evidence/section3

11
 LEARNING ACTIVITY SHEETS IN SCIENCE 10
QUARTER 3 MODULE 4 WEEK 5

Name:_______________________________________________Section:________Score:_____
Direction: Study each figure and compare their differences.
A: Use the figure below to answer questions 1-3.
Embryonic development of different vertebrates

Guide Questions:
1. In what stages of development of the vertebrates show similarities?
2. Identify the structure, how and where are they similar?
3. In stage three, identify the structures that made the vertebrates different from
each other.

B. Direction: The table shows how many differences there are in the Cytochrome C in
other species compared to humans. Study the table to answer questions 4-5.

4. Bases on the differences in their Cytochrome

C, what TWO organisms appear to be the most
closely related to humans?

5. Among the organisms that you compared to

humans, which one appears to be least closely
related to humans?

12
 C. Direction: The table indicates the position of a particular amino acid in the
chain Study the table to answer questions 6-10.

6. Which organism is closely related to humans?

7. Which organism is least related to humans?
8. If the amino acid sequence of the two organisms are similar, would their DNA be also
similar? Why?
9. Compare Chimpanzee and Gorilla relatedness to human.
10. Do you think the chimpanzee, Gorilla and humans have a common ancestry?
Explain your answer.

D. Direction: Distinguish analogous structure from homologous structure by

completing the table. Choose your answer from the heading.

13
 What I Need to Know
This module will help you explain the occurrence of evolution. After going
through this module, you are expected to:
A. Define evolution.
B. Compare and contrast Lamarck’s Theory of Use and Disuse / Charles
Darwin’s Theory of evolution (Natural Selection).
C. Identify other Theories of evolution.

What I Know
Multiple Choice. Choose the letter of the best answer. Write the
chosen letter on a separate sheet of paper.
1. Which of the following statements DOES NOT describe evolution?
A. Evolution is continuous B. The world is stable and unchanging
C. If there is mutation, there is evolution D. If there is mutation, there is evolution
2. What do you call the process in which all the individuals of the same species cease to
exist? A. adaptation B. extinction C. speciation D. variation
3.Which of the following statements supports the idea that extinction is necessary?
A. To give way for the organisms to develop.
B. To let other organisms evolve and progress
C. To know who is the fittest
D. All of the above
4.Which theory states that organisms lose or acquire a body part based on use?
A. Theory of need. B. Theory of use and disuse
C. Theory of acquired traits D. Theory of natural selection
5. Darwin began to formulate his concept of evolution by natural
selection after________>
A. experimentation with animals
B. reading the writings of Gregor Mendel
C. a long conversation with Captain Fitzroy
D. observation of many species of plants and animals while aboard the H.M.S. Beagle
6. What do you call the process where changes in species over time can lead to new
species?
A. adaptation B. extinction C. speciation D. variation
7. Behavioral changes of individuals of a species that allow for better survival.
A. adaptation B. adoption C. combination D. variation
8. He is best known for his Theory of Use and Disuse?.
A. Charles Darwin Jean Baptiste Lamarck
B. Gregor Mendel Thomas Malthus
9.Which of the following statements explains Lamarck’s Theory of use and disuse?
A. Body structures develop because they are used extensively.
B. Body structures develop because they are not in use.
C. Body structures develop because of competition
D. Body structures develop because of mutation
10. What does “survival of the fittest” mean?
A. organism that can acquire the good traits of its previous generation
B. organism that can survive to avoid the extinction
C. organism that can change its trait
D. organism that can reproduce

14
 Lesson
Theories of Evolution
1
What’s In

Look around you and you can observe that a lot of things have changed and
will continue to change. For example, organisms like humans, plants and animals
change. In biology, scientists study evolution, the change of species through time in
one or more inherited traits found in a population of individuals. Evolution can be
simplified as the history of life on Earth because all organisms that live on the planet
today and even the extinct species could have arisen from as single-celled common
ancestor.

What is It

THEORIES OF EVOLUTION
A lot of scientists proposed ideas on the evolution of
organisms. Although some studies were already disproved due to further
researches, they are still helpful in the development of ideas regarding evolution.
Thus, they should not be disregarded. The following are some of the scientists
who studied and proposed theories of evolution.

ERASMUS DARWIN (1731-1802, ENGLISH)

He proposed the idea that there is a possibility of

a common ancestor of organisms. He also believed that
competition might cause changes in species.

https://en.wikipedia.org/wiki/Erasmus_Darwin

GEORGES CUVIER (1769-1832, FRENCH)

He proved that extinction does occur by
studying different kinds of fossils, or remains of
ancient organisms. He propose the theory of evolution
or catastrophism which states that catastrophe causes
mass extinction of organisms after which new
organisms will appear coming from nearby areas.
15
https://en.wikipedia.org/wiki/Georges_Cuvier

https://en.wikipedia.org/wiki/Jean-
Baptiste_Lamarck
JEAN-BAPTISTE PIERRE ANTOINE DE MONET
CHEVALIER DE LAMARCK (1744-1829, FRENCH)
Popularly known as Jean-Baptiste Lamarck,
was one of the few scientists who studied
invertebrates during his time. He also studied fossils
and organisms which led him to formulate three
theories regarding evolution. His work, which was
called theory of inheritance of acquired
characteristics, explained why organisms changed

over time.

What’s more
Activity 1
Read the statements below. Then answer the questions that follow.
1. Theory of need- According to Lamarck, organisms evolve because they have to. In
addition, he believed that organisms in response to the changes in their
environment. The traits that organisms manifest are products of their altered
behavior. An example is the capability of birds to fly because their ancestors had
the urge and tried to fly.
a. Give another example of an organism that may possibly support the
theory of need. Explain your choice of answer. ________________________
b. Do you agree or disagree with Lamarck’s theory of need? Support you
answer.________________________________________________________
2. Theory of Use and Disuse- According to Lamarck, organisms can reshape or alter
their traits depending on the importance of those traits to the organisms. An
organism can develop a trait if it does not use the trait often. For example, a deer
that runs very fast may develop strong muscles for running. Another example,
which Lamarck is well known for, is the long necks of giraffes.
a. Explain why giraffes have long necks based on the theory of use and
disuse. ____________________
b. Do you agree or disagree with Lamarck’s theory of use and disuse?
Support your answer. ____________________
3. Theory of Acquired traits- According to Lamarck, the acquired traits of an
organism that were influenced by the environment can be passed on to its
offspring. Thus, evolution occurs (also known as inheritance of acquired traits). For
example, if a giraffe was successful in acquiring the trait of having a long neck,
then the trait would be passed on to its offspring.
a. Give another example of an organism that can possibly support the theory
of acquired traits.__________________
b. Describe why this organism supports the
theory.__________________________
c. Do you agree or disagree with Lamarck’s theory of acquired traits?
Support your answer. _________________________
Further research led to Lamarck’s ideas being rejected, August Weismann, a
German biologist, made an experiment to disprove the inheritance of acquired
traits. He cut off the tails of mice and allowed them to mate. He did the same
process with the next generations, but the succeeding generations of mice bred
offspring with normal tails. The mice just keep on producing the same kind of
traits.
Lamarck’s theory was rejected due in part to the fact that a change in
species means a change in an organism’s DNA. At that time, the existence of DNA

16
was not yet known partly because of the lack of technology to study organic
molecules. The use or disuse of a body part is not enough to change the genotypic
and the phenotypic make up of organism.
The next scientist believed that adaptation to the environment causes diversity and
that adaptation can produce new species that varies depending on how they adapt
to the environment.

CHARLES DARWIN (1809-1882)

He was an English naturalist famous for his

theory of evolution by means of natural selection.
When he was 22 years old, he joined a five-year
journey that explored the world through the HMS
Beagle, a British naval ship , Darwin’s interest in the
diversity were the Galapagos Islands, an archipelago
of volcanic islands which is currently part of Ecuador.
He noticed that species varied in some traits
depending on their location. Examples of variations
that he observed were the difference of the carapace
(hard cover) of tortoises, the beaks of finches, the
extinct glyptodon that looked like the armadillo, and
https://www.biography.com/scientist/charles-darwin
the Patagonian hare that had the face of a guinea pig.

From his idea of adaptation, he proposed that natural selection is nature’s

process on how species are modified or how they produce another kind in order to
survive and continue living. Natural selection is the answer to evolution. It is the
process that drives species to change as they struggle to survive to changing
environments.
Darwin published his studies in the book The Origin of Species by Means of
Natural Selection.
The concept of natural selection can be summed up into five major ideas.
 Organisms vary in their physical, functional, and behavioral
characteristics.
Variations of organisms allow specific kind of species to survive more than other
members. For example, variations among camel that can hold more water are
more likely to survive in deserts than those who can just carry a limited amount of
water in their bodies.
 Organisms struggle to survive to avoid extinction.
Competition occurs among individuals and only those that are the fittest to survive
in a particular area. Because of this, organisms are compelled to change to make
themselves fit to survive. If they failed to do so, they will become extinct.
Extinction is the process where all the individuals of a given species cease to exist.
At other times, changes in species over time can lead to new species, a process
called speciation. It is the rise of two or more species from one existing species.
Indirectly, speciation can give
 Organism which can be best adapt to their environment would survive
and produce better offspring.
An organism that best adapts to its environment and successfully produces healthy
offspring is considered fit. The fittest organism can produce the same or better
offspring and would avoid extinction. Reproduction of healthy offspring will
guarantee transmission of the same healthy traits in future generations.

17
  There is higher probability of the next generation of organisms to
survive if they acquired the adaptive characteristics.
This is true if the adapted(new) trait belongs to an organism that can survive and
reproduce. However, if the organism that has the adapted traits died, then there
will be smaller or no chance are all for the next generation to survive having the
adaptive characteristics.
 Environmental conditions can affect the survival of organisms.
When catastrophe happens in the environment, only those organisms
that can adapt to the new condition environment will survive. Other organisms
will either migrate to another place or die and become extinct.

What’s more
Activity 2 WORD UP.
Direction: Write the missing letters to form the required terms. Then
use the letters that corresponds to the given numbers to discover the “key word”.

Key word: ___ ___ ___ ___ ___ ___

1 2 3 4 5 6
1. S__ e__ i__t__o n Changes in species over time lead to new species.
1
2. C__a__a__t__r__s__i c Trait that can be passed on to the offspring.
2
3. __d__p__a__t__o__ Modification of an organism or its part that makes
3 4 it more fit to exist.
4. O__f__pr__n__ New generation/Filial
5
5. __v__l__t__o___ A process that drives organisms to change over
6 period of time.
Activity 3
Direction: Identify the term being described. Choose your answers from the
words given in the box.
Theory of need Natural selection Fit
Theory of acquired traits Theory of use and disuse

1. Theory that says organisms lose or acquire a body part based on use.
2. Theory that says that organisms change based on wants or needs.
3. Theory that says that organisms gain traits during their lifetime and these
traits are passed to their offspring.
4. Term used to describe organisms that are able to adapt to their
environment and reproduce healthy offspring.
5. Theory that explains that organisms change due to the changes in the DNA
sequences.

18
 Assessment
Multiple Choice. Choose the letter of the best answer. Write the chosen
letter on a separate sheet of paper.

1. Who believed that giraffes have long necks because competition for food meant
that giraffes with slightly longer necks could get more food and survived to pass
on their genes to their offspring who also had longer necks?
A. Charles Darwin C. Jean Baptiste Lamarck
B. Gregor Mendel D. Thomas Malthus
2. Which of the following is true of variation?
A. It is necessary for natural selection.
B. It is caused by mutations and sexual reproduction.
C. It exists in almost all populations.
D . All of the above
3. Which of the following statements supports the idea that extinction is
necessary?
A. To give way for the organisms to develop
B. To know who is the fittest
C. To let other organisms evolve and progress.
D. All of the above
4. Which is NOT part of Darwin’s Theory of Natural Selection
A. Living things tend to produce more offspring than can survive
B. Variations in a population exist and those variations are inherited.
C. Individual with variations suitable to their environment have shorter
lifespans and produce fewer offspring.
D. Suitable variations in a population tend to be passes on while
unsuitable variations in a population are not..
5. Darwin began to formulate his concept of evolution by natural selection
after________.
A. experimentation with animals
B. reading the writings of Gregor Mendel
C. a long conversation with Captain Fitzroy
D. observation of many species of plants and animals while aboard
the H.M.S. Beagle
6. According to Darwin’s Theory of natural selection, the individuals that
tend to survive are those that have___________.
A. the best luck
B. the biggest body
C. variations best suited to the environment
D. the biggest body the ability to change their bodies to fit the
environment
7. Behavioral changes of individuals of a species that allow for better survival.
A. adaptation B. adoption C. combination D. variation
8. He is best known for his Theory of Inheritance of Acquired Characteristics.
A. Charles Darwin C. Jean Baptiste Lamarck
B. Gregor Mendel D. Thomas Malthus
9. Which of the following statements explains Lamarck’s Theory of use and
disuse?
A. Body structures develop because they are used extensively.
B. Body structures develop because they are not in use.
C Body structures develop because of competition
D. Body structures develop because of mutation

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 10. Individuals in a population that have a variation which gives them an
advantage in their environment are more likely to________.
A. change their characteristics to fit the environment
B. move to a different environment
C. die and not reproduce
D. survive and reproduce

Key of Correction

LEARNING ACTIVITY SHEETS IN SCIENCE 10

QUARTER 3 MODULE 4 WEEK 6

Name:_______________________________________________Section:________Score:_____

Title of the Activity: WORD CLOUD

Direction: Create a “word cloud” using one or three most common words
related to theory of evolution. One point for each word or phrase given with a
maximum of ten points. Write your answer on a separate sheet of paper.

THEORY OF EVOLUTION

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II. Direction: Choose the term in the right column which corresponds to the
description in the left column. Write the number in the proper space in the magic
square answer box. If your answers are correct, the sum of the numbers in the rows,
columns, and one diagonal will result in the magic number.

A. Ability of an organism to survive and

produce offspring. 1. COMPETITION
B. Different individuals in a population posses
different characteristics and abilities. 2. VARIATION
C. Ability of an organism to adjust and thrive in
a given environment. 3. REPRODUCTION
D. The process by which an organism produces
4. MUTATION
Offspring and thus perpetuate the species.
E. A change that occurs in DNA sequence or as a 5. OVERPOPULATION
as result of environmental factors and contribute to genetic
variation within species. 6. ADAPTATION
F. A group of closely- related organisms that have
common physical and genetic characteristics and 7. FITNESS
are able to interbreed to produce fertile offspring.
8. SPECIES
G. Number of offspring is usually greater than the available
resources necessary for organisms to survive. 9. MIGRATION
H. The large-scale movement of members of a species to
a different environment.
I. An interaction between organisms or species seeking
similar resources such as food, water, and territory

MAGIC SQUARE BOX

A B C

D E F

G H I

References
 Khan Academy (2017) Evidence for evolution. Retrieved from:
https://www.khanacademy.org/science/biology/her/evolution-and-natural-
selection/a/lines-of- evidence-for-evolution
 Pavico, Josefina Ma. F.et al (2015) Exploring Life Through Science, The New
Grade 10, Quezon City, Phoenix Publishing House. pp.326 - 333
 Republic of the Philippines, Department of Education, (2015) Science 10
Learner’s Material, Rex Bookstore. pp. 302 - 315
 Yenko, J. (2018) Embryonic Development & Life Cycles of Invertebrates &
Vertebrates. Retrieved from:
https://study.com/academy/lesson/embryonic-development-life-cycles-of-
invertebrates-vertebrates.html

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