LESSON PLAN IN SCIENCE

GRADE 10
EVIDENCE OF EVOLUTION

March 28, 2023

I. OBJECTIVES

At the end of the 1-hr lesson, the student should be able to:

1. Understand the evidences for evolution through Cladogenesis.

2. Discuss the evidence for evolution through natural selection.

3. Illustrate the Geological Time Scale as a basis of the Evidence of Evolution.

II. SUBJECT MATTER

A. TOPIC EVIDENCES OF EVOLUTION

B. REFERENCES  Science – Grade 10 (Alternative Delivery

Mode) Quarter 3 – Module 6: Evidences of
Evolution First Edition, 2020
C. TEACHING STRATEGIES  Utilizing or integrating technology in
the classroom discussion - this will
keep the students engaged in the lesson
discussion.

 Brainstorming and Group activity- this

will allow the students to work with
others and see different point of view.

 Inquiry Based Learning - this will be

use as teaching strategies as it implies
by involving the students in the
learning process so that they will have a
deeper understanding about the topic.

D. INSTRUCTIONAL MATERIALS  Textbooks


III. METHODOLOGY
A. MOTIVATION
Teacher's Activity
ELICIT. The teacher will use projector to flash
pictures of evidences of evolution.
The teacher will provide a question regarding on
the pictures and videos presented.
1. How do you describe the pictures shown
above? What information does it give?
Collect answers from the students until they
mention the words- the fossil are one of the
evidence. Emphasize the word fossil. Then ask
the students:
B. LESSON PROPER
ENGAGE. The teacher will present a new
lesson and introduce the topic by providing
images showing the evidences of evolution. 1.
 PowerPoint presentation
 Canva
 Graphic organizers
Expected Response of the Students
 The learners will watch and jot down
notes about their observations while
looking at the pictures presented and
watching the videos.
 The learners will give their
observations and describe the photos
and videos presented. Additionally,
they will provide information based on
the presented videos and pictures.
 The learners will raise their hands and
answer the questions.
 The learners will focus on the pictures
provided and will give their insights
and observation in front of the class
based on the given questions.
2.

3.

Then the teacher will ask question regarding on

the pictures. Using these pictures of different
evidence of evolution.

2. What do you see in the pictures? Name all the

images shown.

3. What evidence is in the picture?

4. What information can you derive from the

picture?

EXPLORE. The students will find their groupmates to

The teacher will divide the class into 3 groups.

The students will find their groupmates to work on the given activity.
Activity.
After brainstorming, the students will present
Study and analyze the position/location of the the data gathered and will discuss it in front of
evidences of evolution. the class as a group.

5. How will you describe the position of some

of the evidences of evolution.
The leader of each group or the representative
will answer the guide questions provided.

EXPLAIN. The students will listen attentively and

participate, if necessary, as the discussion
The teacher will explain through discussion the continue.
concepts and processes. The teacher will be
presenting images of the fossils, embryology,
biochemistry, and comparative anatomy.

• The Fossil Record

Remains of animals and plants found in

sedimentary click this icon to hear the preceding The students will provide their answer based
term pronounced rock deposits give us an on the given questions.
indisputable record of past changes through vast
periods of time. This evidence attests to the fact
that there has been a tremendous variety of
living things. Some extinct species had traits
that were transitional between major groups of
organisms. Their existence confirms that
species are not fixed but can evolve into other
species over time.

The evidence also shows that what have

appeared to be gaps in the fossil record are due
to incomplete data collection. The more that we
learn about the evolution of specific species
lines, the more that these so-called gaps or
"missing links in the chain of evolution" are
filled with transitional fossil specimens. One of
the first of these gaps to be filled was between
small bipedal dinosaurs and birds. Just two
years after Darwin published On the Origin of
Species, a 150-145 million year old fossil of
Archaeopteryx click this icon to hear the
preceding term pronounced was found in
southern Germany. It had jaws with teeth and a
long bony tail like dinosaurs, broad wings and
feathers like birds, and skeletal features of both.
This discovery verified the assumption that
birds had reptilian ancestors.

Since the discovery of Archaeopteryx, there

have been many other crucial evolutionary gaps
filled in the fossil record. Perhaps, the most
important one, from our human perspective, was
that between apes and our own species. Since
the 1920's, there have been literally hundreds of
well-dated intermediate fossils found in Africa
that were transitional species leading from apes
to humans over the last 6-7 million years. This
evidence is presented in the last 3 tutorials of
this series.

• Chemical and Anatomical Similarities

Living things on earth are fundamentally similar

in the way that their basic anatomical structures
develop and in their chemical compositions. No
matter whether they are simple single-celled
protozoa click this icon to hear the preceding
term pronounced or highly complex organisms
with billions of cells, they all begin as single
cells that reproduce themselves by similar
division processes. After a limited life span,
they also all grow old and die.

All living things on earth share the ability to

create complex molecules out of carbon and a
few other elements. In fact, 99% of the
proteins, carbohydrates, fats, and other
molecules of living things are made from only 6
of the 92 most common elements. This is not a
mere coincidence.

All plants and animals receive their specific

characteristics from their parents by inheriting
particular combinations of genes. Molecular
biologists have discovered that genes are, in
fact, segments of DNA click this icon to hear
the preceding term pronounced molecules in our
cells.

 Geographic Distribution of Related

Species

Another clue to patterns of past evolution is

found in the natural geographic distribution of
related species. It is clear that major isolated
land areas and island groups often evolved their
own distinct plant and animal communities. For
instance, before humans arrived 60-40,000 years
ago, Australia had more than 100 species of
kangaroos, koalas, and other marsupials click
this icon to hear the preceding term pronounced
but none of the more advanced terrestrial
placental mammals click this icon to hear the
preceding term pronounced such as dogs, cats,
bears, horses. Land mammals were entirely
absent from the even more isolated islands that
make up Hawaii and New Zealand. Each of
these places had a great number of plant, insect,
and bird species that were found nowhere else in
the world. The most likely explanation for the
existence of Australia's, New Zealand's, and
Hawaii's mostly unique biotic environments is
that the life forms in these areas have been
evolving in isolation from the rest of the world
for millions of years.

• Genetic Changes Over Generations

The earth's environments are constantly

changing, usually in subtle and complex ways.
When the changes are so great as to go beyond
what most members of a population of
organisms can tolerate, widespread death
occurs. As Charles Darwin observed, however,
not all individuals always perish. Fortunately,
natural populations have genetic diversity.
Those individuals whose characteristics allow
them to survive an environmental crisis likely
will be the only ones able to reproduce.
Subsequently, their traits will be more common
in the next generation--evolution of the
population will have occurred.

This process of natural selection resulting in

evolution can be easily demonstrated over a 24
hour period in a laboratory Petri dish of bacteria
living in a nutrient medium. When a lethal dose
of antibiotic is added, there will be a mass die-
off. However, a few of the bacteria usually are
immune and survive. The next generation is
mostly immune because they have inherited
immunity from the survivors. That is the case
with the purple bacteria in the Petri dishes
shown below--the bacteria population has
evolved.

ELABORATE. The learners will go in front of the class and

answer the questions that will conclude and
In this part, the teacher will ask certain another serve as the conclusion of the lesson.
student. question for a certain student.
6. Which is, the most accurate evidence of
evolution? Prove your answer.

IV. EVALUATION

The teacher will give a short quiz to assess the The learners will get a ½ crosswise and answer
key takeaways of the learners' base on the the question briefly.
discussion.

Directions. Rewrite the following sentences to

arrive at a correct scientific fact. If the sentence
is scientifically true, copy the way it is written.

1. The Fossil Record as evidence of Evolution.

(explain)

2. Chemical and Anatomical Similarities of

species as evidence of Evolution. (explain)

3. Geographic Distribution of Related Species.

(explain)

4. The Changes in Genetics Over Generations.

(explain)

V. EXTEND

Activity The learners are expected to make the activity

by drawing the geologic time scale on a short
Geologic Time Scale bond paper and submit it on the next meeting.
For this activity students, in groups or
individually, draw the geologic time scale and
highlight important events along the timeline.

Understanding the appearance of life and the

process of evolution through history helps to
show how evolution changes species. The learners are expected to submit the activity
based on the given format by the teacher.
For perspective on how long life has been
evolving, students measure the distance from
the point where life first appeared to the
appearance of humans or the present day and
calculate how many years that has taken.

Prepared by:

Robert James Dometita

BSED SCIENCES 2A

Yuki Arizza E. Docog

BSED SCIENCES 2A