Senior High School

NOT

General Biology 2
Quarter 3 - Module 4
EVOLUTION & HEREDITY

GENERAL BIOLOGY 2

Department of Education ● Republic of the Philippine

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General Biology 2 - Grade 12
Alternative Delivery Mode
Quarter 3 - Module 4: Evolution & Heredity
First Edition, 2020

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Published by the Department of Education – Division of Cagayan de Oro Schools

Division Superintendent: Dr. Cherry Mae L. Limbaco, CESO V

Development Team of the Module

Author:

Reviewers: Jean S. Macasero, Shirley Merida, Duque Caguindangan, Eleanor Rollan,

Rosemarie Dullente, Marife Ramos, January Gay Valenzona, Mary Sieras, Arnold Langam,
Amelito Bucod, Adam Ray H. Manlunas

Illustrators and Layout Artists: Jessica Bunani Cuňado, Kyla Mae L. Duliano

Management Team
Chairperson: Cherry Mae L. Limbaco, Ph.D., CESO V
Schools Division Superintendent

Co-Chairperson: Rowena H. Paraon, Ph.D., CESE

Assistant Schools Division Superintendent

Members Lorebina C. Carrasco, OIC-CID Chief

Jean S. Macasero, EPS- Science
Joel D. Potane, LRMDS Manager
Gemma P. Pajayon – PDO II
Lanie M. Signo – Librarian II
Evelyn Q. Sumanda, School Head
Cely B. Labadan, School Head
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 Senior
Senior High
High School
School

General Biology
2
Quarter 3 - Module 4:
Evolution & Heredity

This instructional material was collaboratively developed and reviewed

by educators from public and private schools, colleges, and or/universities. We
encourage teachers and other education stakeholders to email their feedback,
comments, and recommendations to the Department of Education at action@
deped.gov.ph.

We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

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 Table of Contents

What This Module is About ................................................................................................................... i

What I Need to Know .............................................................................................................................. ii
How to Learn from this Module ...........................................................................................................ii
Icons of this Module ...............................................................................................................................iii

What I Know ........................................................................................................................................... iii

First Quarter
Lesson 1: Development of Evolutionary Thought

What I Need to Know..................................................................................................10

What’s New: .................................................................................................................10

What Is It: Learning Concepts ..................................................................................10

What’s More: Charles Darwin Journey……………………………………………..13

What I Have Learned: ...............................................................................................13

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 Module 4
Evolution & Heredity
What This Module is About

This module demonstrates your understanding of the characteristics of Earth

that are necessary to support life, particularly on the essential components of this
planet that drives all living things or biotic factors (plants, animals, microorganisms) to
exist. It also emphasizes on the different subsystems (geosphere, hydrosphere,
atmosphere, and biosphere) that make up the Earth and how these systems interact
to produce the kind of Earth we live in today.

This module will help you explore the key concepts on topics that will help you
answer the questions pertaining to our very own, planet earth.

This module has one (1) lesson:

• Lesson 1: Development of Evolutionary Thought

What I Need to Know

After going through this module, you are expected to:
1. Common ancestors to produce the organismal diversity observed today.
STEM_BIO11/12-IIIc-g-10

2. Trace the development of evolutionary thought (STEM_BIO11/12-IIIc-g-11)

3. Explain evidences of evolution (e.g., biogeography, fossil record, DNA/protein

sequences, homology, and embryology) (STEM_BIO11/12-IIIc-g-12)

4. Infer evolutionary relationships among organisms using the evidence of evolution.

(STEM_BIO11/12-IIIc-g-13)

5. Explain how the structural and developmental characteristics and relatedness of DNA
sequences are used in classifying living things. STEM_BIO11/12IIIhj-14

6. Identify the unique/ distinctive characteristics of a specific taxon relative to other taxa
(STEM_BIO11/12IIIhj-15)

7. Describe species diversity and cladistics, including the types of evidence and
procedures that can be used to establish evolutionary relationships.
(STEM_BIO11/12IIIhj-16)

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How to Learn from this Module

To achieve the learning competencies cited above, you are to do the following:
• take your time reading the lessons carefully.
• follow the directions and/or instructions in the activities and exercises diligently.
• answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that

Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

II

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 Lesson Development of Evolutionary
1 Thought

What I need to know

Learning Competency
The learners shall be able to trace the development of evolutionary thought. STEM_BIO11/12-IIIc-g-
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Specific Learning Outcomes

At the end of the lesson, the learners will be able to:
• enumerate the scientists and cite their respective contributions in the development of evolutionary
thought;
• describe Jean Baptiste Lamarck’s hypothesis on evolutionary change;
• discuss Charles Darwin’s theory of evolution by natural selection; and
• explain the Modern Synthesis as the unified theory of evolution

What I know

PRIOR KNOWLEDGE: Definition of Terms

1. Taxonomy 6. Family
2. Kingdom 7. Genus
3. Phylum 8. Species
4. Class 9.Natural Selection
5. Order 10. Artificial Selection

What’s new
PRE-ACTIVITY: Research

1. Create a “Photo Collage” about Evolution.

2. Enumerate the scientist and cite their respective contributions in the development of evolutionary
thought.
SCIENTIST CONTRIBUTIONS
1.
2.
3.
4.
5.

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 What’s is it

INTRODUCTION:

❖ Scientific classification is a method by which biologists organize living things into groups. It is
also called taxonomy. Groups of organisms in taxonomy are called taxa (singular, taxon). You
may already be familiar with commonly used taxa, such as the kingdom and species.
❖ Why do biologists classify organisms? The major reason is to make sense of the incredible
diversity of life on Earth. Scientists have identified millions of different species of organisms.
Among animals, the most diverse group of organisms is the insects.
Linnaean System of Classification

❖ The most influential early classification system was developed by Carolus Linnaeus. In fact, all
modern classification systems have their roots in Linnaeus’ system. Linnaeus was a Swedish
botanist who lived during the 1700s. He is known as the “father of taxonomy.” Linnaeus tried
to describe and classify the entire known natural world. In 1735, he published his classification
system in a work called Systema Naturae (“System of Nature”).
❖ The taxa are below:
o Kingdom - This is the highest taxon in Linnaean taxonomy, representing major
divisions of organisms. Kingdoms of organisms include the plant and animal kingdoms.
o Phylum (plural, phyla) - This taxon is a division of a kingdom. Phyla in the animal
kingdom include chordates (animals with an internal skeleton) and arthropods
(animals with an external skeleton).
o Class - This taxon is a division of a phylum. Classes in the chordate phylum include
mammals and birds.
o Order - This taxon is a division of a class. Orders in the mammal class include rodents
and primates.
o Family - This taxon is a division of an order. Families in the primate order include
hominids (apes and humans) and hylobatids (gibbons).
o Genus - This taxon is a division of a family. Genera in the hominid family include Homo
(humans) and Pan (chimpanzees).
o Species - This taxon is below the genus and the lowest taxon in Linnaeus’ system.
Species in the Pan genus include Pan troglodytes (common chimpanzees) and Pan
paniscus (pygmy chimpanzees).
https://www.ck12.org/book/cbse_biology_book_class_xi/section/1.3/

❖ Thomas Malthus was an English economist. He wrote a popular essay called “On Population.”
He argued that human populations have the potential to grow faster than the resources they
need. When populations get too big, disease and famine occur. These calamities control
population size by killing off the weakest people.
❖ Catastrophism was a theory developed by Georges Cuvier based on paleontological evidence
in the Paris Basin. Cuvier was there when he observed something peculiar about the fossil
record. Instead of finding a continuous succession of fossils, Cuvier noticed several gaps where

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 all evidence of life would disappear and then abruptly reappear again after a notable amount
of time. Cuvier recognized these gaps in the fossil succession as mass extinction events.
❖ This led Cuvier to develop a theory called catastrophism. Catastrophism states that natural
history has been punctuated by catastrophic events that altered that way life developed and
rocks were deposited.
❖ In geology, gradualism is a theory developed by James Hutton according to which profound
changes to the Earth
❖ This theory inspired an evolution theory in paleontology, also called gradualism, according to
which the species appeared by the gradual transformation of ancestral species.
❖ According to this theory, the population of a species is transformed slowly and progressively
into a new species by the accumulation of micro-evolutionary changes in the genetic heritage.
❖ The law of use and disuse, which states that when certain organs become specially developed
as a result of some environmental need, then that state of development is hereditary and can
be passed on to progeny.

Evolution of Darwin’s Theory

❖ It took Darwin years to form his theory of evolution by natural selection. His reasoning went
like this:
1. Like Lamarck, Darwin assumed that species can change over time. The fossils he
found helped convince him of that.
2. From Lyell, Darwin saw that Earth and its life were very old. Thus, there had been
enough time for evolution to produce the great diversity of life Darwin had observed.
3. From Malthus, Darwin knew that populations could grow faster than their
resources. This “overproduction of offspring” led to a “struggle for existence,” in Darwin’s
words.
4. From artificial selection, Darwin knew that some offspring have variations that
occur by chance, and that can be inherited. In nature, offspring with certain variations might
be more likely to survive the “struggle for existence” and reproduce. If so, they would pass
their favorable variations to their offspring.
5. Darwin coined the term fitness to refer to an organism’s relative ability to survive
and produce fertile offspring. Nature selects the variations that are most useful. Therefore,
he called this type of selection natural selection.
6. Darwin knew artificial selection could change domestic species over time. He
inferred that natural selection could also change species over time. In fact, he thought that if
a species changed enough, it might evolve into a new species.

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 What’s more

ACTIVITY:

Answer the following questions on a separate sheet of paper:

a. What did Darwin’s travels reveal to him about the number and variety of living species?
b. How did tortoises and birds differ among the islands of the Galapagos?
c. What is evolution? Why is referred to as a theory?
d. Darwin found fossils of many organisms that were different from any living species. How
would this finding has affecting his understanding of lifes diversity?

What’s I’ve Learned

POST QUIZ:

Write true if the statement is true or false if the statement is false.

_____ 1. As recently as 200 years ago, many people believed that Earth was only 6,000 years old.
_____ 2. Artificial selection occurs when nature selects for beneficial traits.
_____ 3. The individual Galápagos Islands are all similar to each other.
_____ 4. Malthus argued that human populations grow faster than their resources.
_____ 5. Lamarck was one of the first scientists to propose that species evolve by natural selection.
_____ 6. Lyell was one of the first to say that Earth must be far older than most people believed.
_____ 7. Lamarck’s inheritance of acquired characteristics is has become a widely accepted scientific
theory.
_____ 8. Fossils proved to Darwin that species can evolve.
_____ 9. The term fitness to refer to an organism’s ability to outrun its hunters.
_____ 10. Darwin published his findings soon after returning to England from the voyage of the Beagle.
_____ 11. According to Darwin, natural selection is what occurs, and evolution is how it happens.
_____ 12. During his journey aboard the Beagle, Darwin found fossils from the seas in the mountains.
_____ 13. Galápagos tortoises have differently shaped shells depending on where they live.
_____ 14. Darwin’s book changed science forever.
_____ 15. Alfred Russel Wallace developed a theory of evolution at the same time as Darwin.

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