San Pablo Diocesan Catholic Schools System

Diocese of San Pablo

Liceo de San Pablo
San Pablo City
F.Y. 2021 – 2022

LEARNING MODULE

SCIENCE 10
QUARTER 3
Week 5-6
 San Pablo Diocesan Catholic Schools System
Diocese of San Pablo
Liceo de San Pablo
San Pablo City
F.Y. 2021 – 2022

LEARNING MODULE IN SCIENCE 10

DESCRIPTION:

This learning kit is an innovative tool produced by the SP-DCSS (Liceo de San Pablo) to meet
the standards of the Department of Education. It is designed to introduce Science subject as one of
the major subjects in Junior Highschool. This module addresses concern of efficiently transmitting
scientific knowledge to all types of learners.

OBJECTIVE:

At the end of the learning process the learner will be able to:
 Explain how fossil records, comparative anatomy, and genetic formation provide
evidence for evolution
 Recognizing and acknowledging individual differences and uniqueness.
 Compare and contrast how species changed over time.

CURRICULUM INFORMATION

Grade Level: Grade 10

Learning Area: Science
Intended Users: Students

LEARNING MATERIAL/MODULE:

Lesson: Biodiversity and Evolution

Sources: Internet and books
Target Dates: March 7-18, 2022
Competency:
 Explain how fossil records, comparative anatomy, and genetic formation provide
evidence for evolution.
 Explain the relationship between population growth and carrying capacity.
 STUdENT’S Opening Prayer
by St. ThomaS AqUinaS

Come, Holy Spirit, Devine Creator, true source

of light, and fountain of wisdom!

Pour forth your brilliance upon my dense

intellect, dissipate the darkness which covers me, that of sin and of ignorance.
Grant me a penetrating mind to understand,
a retentive memory, method and ease in learning, the lucidity to comprehend, and
abundant grace in expressing myself.
Guide the beginning of my work, direct its progress, and bring
it to successful completion.

This I ask through Jesus Christ,

true God and true man,
living and reigning with and the father, forever and ever

Amen.

CloSing Prayer

Dear God, thank you for the lesson today.

It’s great to find out new things about your world. It’s fun trying new skills and l
Help us remember all we have learnt today.
We look forward to tomorrow and all the wonderful things we will be taught.
Amen.
 LESSON 1.1
Biodiversity and Evolution

Pre-ASSESSment (Q3SCI10-W5-6E1)

Key questions:
1. How does evolution produce different structures of species?
2. How can the theory of natural selection affect the present generations?
3. How does the process of naturel selection affect speciation and extinction of species?
4. How can man protect species from extinction?

Delivery/DISCUSSioNS
(Q3SCI10-W5-6F1)

Evolution
In biology, 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. Evolution relies on there being genetic variation in a population which affects the physical characteristics
(phenotype) of an organism. Some of these characteristics may give the individual an advantage over other
individuals which they can then pass on to their offspring.

What is Natural selection?

Charles Darwin’s theory of evolution states that
evolution happens by natural selection. Individuals in a
species show variation in physical characteristics. This
variation is because of differences in their genes. Individuals
with characteristics best suited to their environment are
more likely to survive, finding food, avoiding predators and
resisting disease. These individuals are more likely to
reproduce and pass their genes on to their children.
Individuals that are poorly adapted to their environment
are less likely to survive and reproduce. Therefore, their
genes are less likely to be passed on to the next generation.
As a consequence, those individuals most suited to their
environment survive and, given enough time, the species
will gradually evolve.

What have genes got to do with it?

The mechanisms of evolution operate at the genomic
level. Changes in DNA ? sequences affect the composition and expression ? of our genes, the basic units
of inheritance. To understand how different species have evolved we have to look at the DNA sequences in
their genomes. Our evolutionary history is written into our genome. The human genome looks the way it does
because of all the genetic changes that affected our ancestors. When DNA and genes in different species look
very similar, this is usually taken as evidence of them sharing ancestors.

For example, humans and the fruit fly, Drosophila melanogaster, share much of their DNA. 75 per cent
of genes that cause diseases in humans are also found in the fruit fly. DNA accumulates changes over time.
Some
of these changes can be beneficial, and provide a selective advantage for an organism. Other changes may be
harmful if they affect an important, everyday function. As a result, some genes do not change much. They are
said to be conserved.

Different types of evolution

Convergent evolution

 When the same adaptations evolve independently, under similar selection pressures. For example,
flying insects, birds and bats have all evolved the ability to fly, but independently of each other.

Co-evolution

 When two species or groups of species have evolved alongside each other where one adapts
to changes in the other. For example, flowering plants and pollinating insects such as bees.

Adaptive radiation

 When a species splits into a number of new forms when a change in the environment makes new
resources available or creates new environmental challenges. For example, finches on the Galapagos
Islands have developed different shaped beaks to take advantage of the different kinds of food
available on different islands.

The theory of evolution by natural selection, first formulated in Darwin's book "On the Origin of
Species" in 1859, is the process by which organisms change over time as a result of changes in heritable
physical or behavioral traits. Changes that allow an organism to better adapt to its environment will help it
survive and have more offspring.

Evolution by natural selection is one of the best substantiated theories in the history of science,
supported by evidence from a wide variety of scientific disciplines, including paleontology, geology, genetics
and developmental biology. The theory has two main points, said Brian Richmond, curator of human origins at
the American Museum of Natural History in New York City. "All life on Earth is connected and related to each
other," and this diversity of life is a product of "modifications of populations by natural selection, where some
traits were favored in and environment over others," he said.

More simply put, the theory can be described as "descent with modification," said Briana Pobiner, an
anthropologist and educator at the Smithsonian Institution National Museum of Natural History in
Washington, D.C., who specializes in the study of human origins. The theory is sometimes described as
"survival of the fittest," but that can be misleading, Pobiner said. Here, "fitness" refers not to an organism's
strength or athletic ability, but rather the ability to survive and reproduce.
 For example, a study on human evolution on 1,900 students, published online in the journal
Personality and Individual Differences in October 2017, found that many people may have trouble finding a
mate because of rapidly changing social technological advances that are evolving faster than humans. "Nearly
1 in 2 individuals faces considerable difficulties in the domain of mating," said lead study author Menelaos
Apostolou, an associate professor of social sciences at the University of Nicosia in Cyprus. "In most cases,
these difficulties are not due to something wrong or broken, but due to people living in an environment which
is very different from the environment they evolved to function in."

Modern Understanding

Darwin didn't know anything about genetics, Pobiner said. "He observed the pattern of evolution, but
he didn't really know about the mechanism." That came later, with the discovery of how genes encode
different biological or behavioral traits, and how genes are passed down from parents to offspring. The
incorporation of genetics and Darwin's theory is known as "modern evolutionary synthesis."

The physical and behavioral changes that make natural selection possible happen at the level of DNA
and genes. Such changes are called mutations. "Mutations are basically the raw material on which evolution
acts," Pobiner said.

Mutations can be caused by random errors in DNA replication or repair, or by chemical or radiation
damage. Most times, mutations are either harmful or neutral, but in rare instances, a mutation might prove
beneficial to the organism. If so, it will become more prevalent in the next generation and spread throughout
the population. In this way, natural selection guides the evolutionary process, preserving and adding up the
beneficial mutations and rejecting the bad ones. "Mutations are random, but selection for them is not
random," Pobiner said.

But natural selection isn't the only mechanism by which organisms evolve, she said. For example, genes
can be transferred from one population to another when organisms migrate or immigrate, a process known as
gene flow. And the frequency of certain genes can also change at random, which is called genetic drift.

Activity 1 (Q3SCI10-W5-6F2)

Direction: For this activity, for modular mode: Write your answer on a yellow paper and pass it on me when
the module is due. For online mode: Write also your answer in a bond paper or in yellow paper then take a
photo of it and send it to our google classroom.

Multiple Choice: Choose the correct answer on the following questions. Write the letter of the correct answer
on the space provided.

1. To survive, the species must?

a. hide c. jump
b. adapt d. starve

2. Darwin’s famous book on evolution is called

a. Adventures on the Beagle c. Evolution by Natural Selection
b. On the Origin of Species d. The Theory of Evolution

3. Through careful observation, Charles Darwin came to understand that:

a. populations of plants and animals in nature most often consist of individuals that are clones
of each other
b. those individuals whose variation gives them an advantage in staying alive long enough to
reproduce are more likely to pass their traits on to the next generation
c. populations of a species that become isolated from others by adapting to different
environmental niches quickly become extinct
d. all of the above
 4. According to the theory of evolution, the genes of some organisms change in a process called
a. Fossilization c. mutation
b. fertilization d. evolution

5. Natural selection results in

a. Extinction due to artificial selection
b. Evolution due to survival of the fittest
c. Evolution due to natural selection
d. Extinction due to natural selection

Activity 2 (Q3SCI10-W5-6D1)

Read this passage based on the text and answer the questions that follow.

There were three scientists in particular that influenced Darwin. Their names are Lamarck, Lyell, and
Malthus. All three were somewhat older than Darwin, and he was familiar with their writings.

Jean Baptiste Lamarck was a French naturalist. He was one of the first scientists to propose that species
change over time. In other words, he proposed that evolution occurs. Lamarck also tried to explain how it
happens, but he got that part wrong. Lamarck thought that the traits an organism developed during its life
time could be passed on to its offspring. He called this the inheritance of acquired characteristics. Like
Lamarck, Darwin assumed that species evolve, or change their traits over time. However, Darwin came up with
a different explanation for how this occurs: natural selection.

Charles Lyell was an English geologist. He wrote a famous book called Principles of Geology. Darwin
took the book with him on the Beagle. Lyell argued that geological processes such as erosion change Earth’s
surface very gradually. To account for all the changes that had occurred on the planet, Earth must be a lot
older than most people believed. From Lyell, Darwin realized that living things had had a long time to evolve.
There was enough time for evolution to produce the great diversity of organisms that Darwin had observed.

Thomas Malthus was an English economist. He wrote a popular essay called “On Population.” He
argued that human populations have the potential to grow more quickly than the resources they need. When
populations grow too large, disease and famine occur. These calamities control population size by killing off
the weakest people. From Malthus, Darwin saw that populations could become too large for their resources.
This overproduction of offspring could lead to a struggle for existence in which the fittest would survive.

Questions
1. Compare and contrast Lamarck’s and Darwin’s ideas about how species change over time.

2. Why was Charles Lyell’s book on geology an important influence on Darwin?

3. Explain how Malthus’ ideas about human populations formed the basis of Darwin’s concept of natural
selection.
 Activity 4 (Q2SCI10-W5-6T1)

1. Research on the occurrence of evolution and share it on class. (For online mode)
2. Hard copy of the research on the occurrence of evolution. (For modular mode)

VALUING
“Each one of us has our own evolution of life, and each one of us goes through di