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Learning Area SCIENCE Grade Level 10

W5 Quarter THIRD Date
I. LESSON TITLE EVIDENCES OF EVOLUTION
II. MOST ESSENTIAL LEARNING Explain how fossils records, comparative anatomy, and genetic information
COMPETENCIES (MELCs) provide evidence for evolution
III. CONTENT/CORE CONTENT EVIDENCES OF EVOLUTION
Suggested
IV. LEARNING PHASES Learning Activities
Timeframe
A. Introduction 10 min A famed philosopher once said, “The only thing that is constant in this world
is change.” Many people may agree because changes are evident in the
surroundings and one of these is evolution.
Evolution is the gradual change in a population’s genetic and physical
traits. This can only be observed after a long period of time. It is the reason why
organisms come in different shapes and sizes, why some animals can fly or swim,
why flowers have different colors, and why humans look the way they do.
As times goes by, scientists discover many things that lead them to further
believe in the process of evolution through the help of some evidences. These
are fossil records, comparative anatomy, embryonic development, and genetic
information.
B. Development 50 min In the past lesson, we learned that heredity is possible because of
deoxyribonucleic acid (DNA) that carries the genetic information of living things.
It carries all the essential information needed by every cell to function. DNA has
its components and replicates itself so that they could carry out their cellular
functions. On the other hand, protein synthesis is the process of making protein
dictated by the DNA. We also learned that genetic mutations are caused by
irregularities in the DNA sequence.
Now that we know something about heredity, we can now understand how
DNA became one of the evidences of evolution. This module will give you an
idea about the possible evidence for evolution such as fossil records,
developmental and molecular biology. It will also provide a variety of activities
to help you understand the processes and mechanism of evolution.
Fossils
Fossils are remnants or remains of ancient organisms. They give us a picture
of how organisms have changed over time. Scientists who study a certain fossil
consider its age, the place where it was found, and the type of environment the
organism lived in. Some types of fossils can be found in the layers sedimentary
rock, while the others are trapped in amber.

Fossil in trapped in amber Fossil in sedimentary rock

Do you know 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 the upper layer of rocks.
Both biologists and geologists date the history of the Earth with the help of
the Geologic Time Scale (GTS). The GTS organizes the history of the Earth, noting
the major changes or events that have occurred. It uses evidence from fossil and
geologic records to identify the organisms that existed during a particular time in
the past and reveal how the Earth and its climate were like.
Using the GTS, scientists have estimated that the Earth is about 4.5 billion
years old and divided this into a series of units based on the order in which
different groups of rocks and fossils were formed namely: Eon, Era, Period, and
Epochs. Era is the largest division of the Geologic Time Scale, namely
Precambrian, Paleozoic, Mesozoic, and Cenozoic. Each Era is further divided into
Period.
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IV. LEARNING PHASES Learning Activities
Timeframe
Do you now know how fossils help us travel back through time, how fossils
can reveal so much about the past, and how it can show the way organisms
evolved through the years?
Aside from fossils, other evidence can also help us believe in the process of
evolution.
Comparative Anatomy
Comparative anatomy is the study of the body structures of animal to know
how they have evolved from the likes of their common ancestors for the purpose
of adapting to their environment.
Comparative anatomy poses two main ideas or concepts. These are
Homologous structures and Analogous structures.
Homologous structures - means similarities in the body structures of different
species, which may have come from common ancestors. These structures do not
have necessarily have the same functions. For example, the forelimbs of human
and cat have different functions but they have similar skeletal structure. The
forelimbs of whales and bats have also different functions but they have similar
bone structures. These similarities may have been caused by their common
ancestry.

Similarities in bone structures of human, cat, whale and bat

Analogous structures - like a bird’s wing and a bat’s wing, have the same
function but these are not evidence that they came from a common ancestor.
The similarity only reflects similar needs brought about by the environment.

Embryonic Development
Another evidence of evolution is the study of developing organism or
embryology. Scientists use embryos to compare one organism to another to see
how they are related with each other.
The embryos of vertebrates look alike on their early stages. An embryologist
named Karl Ernst von Baer collected several embryos of different organisms but
did not label them. He had a problem whether the embryo he was holding is a
salamander or a fish. This led him to an observation that the more similar the
embryos are, the more they are related with each other.

Genetic Information
Another evidence of evolution is provided by the biochemical analysis and
amino acid sequence of the organisms’ DNA. The greater the similarity in amino
acid sequence, the closer the relationship of the organisms. The organisms which
 Suggested
IV. LEARNING PHASES Learning Activities
Timeframe
are similar in structure and also possess similarity at the biochemical level could
probably have a common ancestor. (Science Module 10)
Look at the table below. It shows the differences of amino acids of humans
from other organisms.

(Source:Science Module 10, page 313 )

C. Engagement 20 min Learning Task 1. Homologous or Analogous
Direction: Write H if the structures shown are homologous and write A if the
structures shown are analogous.

1. ____

2. ____

3. ____

4. ____
Source: Connecting Science 10 A Progressive Approach, page 208-209)

5. ____
Source:https://www.albert.io/blog/difference-between-homologous-and-analogous-structures/

D. Assimilation 120 min Learning Task 2. Essay

Write a short essay proving that vertebrates evolved from a common ancestor.
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IV. LEARNING PHASES Learning Activities
Timeframe
Rubrics for Essay:
Features 4 3 2 1
Expert Accomplished Capable Beginner
Quality of Piece was Piece was written Piece had little Piece had no
Writing written in an in an interesting style or voice. style or voice.
extraordinary style and voice.
style and voice.

Very Somewhat Gives some Gives no new

informative and informative and new information and
well-organized organized information but very poorly
poorly organized
organized
Grammar, Virtually no Few spelling and Several So many spelling,
Usage & spelling, punctuation spelling, punctuation, and
Mechanics punctuation, or errors, minor punctuation, grammatical
grammatical grammatical or errors that it
errors errors grammatical interferes with the
errors meaning
V. ASSESSMENT 20 min Learning Task 3. Multiple Choice
Directions: Circle the letter of your choice.
1. Where can most of the fossils be found?
a. Black soil c. Lava flows
b. Granite rock d. Sedimentary rock
2. In which era can the oldest fossils be found?
a. Cenozoic c. Paleozoic
b. Mesozoic d. Pre- Cambrian
3. Based on the number of differences in amino acid sequence, which pair of
organisms is least related to each other?
a. Fruit fly – Pigeon c. Human – Horse
b. Fruit fly – Wheat d. Human – Wheat
4. According to evolutionist, which is the best test to show the relatedness of two
organisms?
a. Similarity in structure c. Similarity in genomic DNA
b. Similarity in development d. Similarity in courting behavior
5. Which pairs of animals shows a correct example of homologous structures?
a. Wings of butterfly and wings of bat
b. Flipper of whale and forelimb of cat
c. Fingers of human and arm of starfish
d. Tongue of frog and proboscis of mosquito
VI. REFLECTION 20 min  The learner communicates the explanation of their personal assessment as
indicated in the Learner’s Assessment Card.
 The learner, in their notebook, will write their personal insights about the
lesson using the prompts below.
I understand that ___________________.
I realize that ________________________.
I need to learn more about __________.
Prepared by: JEANETTE B. CATANGUI Checked by: NICANOR O. REYES II & JOCELYN M. MANSET

Personal Assessment on Learner’s Level of Performance

Using the symbols below, choose one which best describes your experience in working on each given task. Draw it in the
column for Level of Performance (LP). Be guided by the descriptions below.
 - I was able to do/perform the task without any difficulty. The task helped me in understanding the target
content/lesson.
 - I was able to do/perform the task. It was quite challenging, but it still helped me in understanding the target
content/lesson.
? - I was not able to do/perform the task. It was extremely difficult. I need additional enrichment activities to be able
to do/perform this task.

Learning Task LP Learning Task LP Learning Task LP

Number 1 Number 2 Number 3