SEMI-DETAILED LESSON PLAN

TOPIC Evidence of Evolution

GRADE LEVEL 10
TIME ALLOTMENT 2 hours (asynchronous and synchronous session)
TEACHER Jessa S. Eleazar
CONTENT STANDARD
The learners demonstrate an understanding of how evolution through natural selection can result in
biodiversity.
LEARNING COMPETENCY
Explain how fossil records, comparative anatomy, and genetic information provide evidence for
evolution.
CODE
(S10LT-IIIf-39)
LEARNING RESOURCES
 References
 Andaya, M., Biong, J., Aquino, M., & Custodio, M. (n.d.). Science links (Revised ed.).
Rex Book Store. p. 233-236
 https://courses.lumenlearning.com/suny-wmopen-biology1/chapter/outcome-
evidence-for-evolution/
 Google images

 Learning Materials
 PowerPoint Slide Presentation
 Worksheet
 Quizizz

OBJECTIVES

At the end of the lesson, students should be able to:

 Identify the evidences that support the occurrences of evolution.
 Interpret visual data that shows the evidence for evolution.
 Explain how evolution is being studied from the fossil records, comparative anatomy, and
genetic information.

I. ELICIT

 The teacher will ask the students to recall the previous lesson through a WORD GAME. Let
the students arrange the jumbled words with the used of the following clue.

1. is the change in genetic material of the

MTUATNIO chromosome. (Mutation)

2. are departures from what is normal or

HORCMOMEOS MTUATNIOS desirable set of chromosomes. (Chromosome
Mutations)
 3. happens when a part of a chromosome
NASTRCALONIOT breaks off and combine to another chromosome.
(Translocation)

CEERSSVIE DSIODRERS 4. happen when a child receives two

defective genes from each parent. (Recessive
Disorders)

WOND YNDSRMOE 5. (trisomy 21) is known as Mongolism. (Down

Syndrome)

II. ENGAGE

 The teacher will flash different pictures on the screen and will project questions before the
class.
 Do you recognize these beautiful and handsome faces on the screen? (Answer: Yes, they are
celebrities.) Would you believe that these following individuals, or do we rather, come from
gorillas, chimpanzees, or even from unicellular organisms like bacteria? (Answer: Yes/No).

 The teacher will introduce what evolution is and that it is supported by evidence.

III. EXPLORE

 The students will be divided into four groups and each will explore one evidence that support
evolution through the activities given below:

Group 1
“FOSSIL RECORD”
 Objective: Interpret through visual data how fossil records serve as evidence for
evolution.
 Directions: Read the situation and answer questions below.

You are a team of paleontologists. You go to Africa to dig for fossils, and, after months of
digging, find four fossils that are in excellent condition. The illustration below shows the
locations where the fossils were found.

 Questions:
o Which species has been on Earth the longest? Why do you think so?
o Which species evolved most recently? Why do you say so?
o How do you think fossil records of different organisms provide evidence for evolution?

Group 2
“GENETIC DATA”
 Objective: Interpret through visual data how genetic information serve as evidence for
evolution.
 Directions: Read the situation and answer questions below.

You are a team of geneticists. You are going to look at sequences of animal DNA to figure
out which organisms are related to each other. The more related two organisms are, the
more similar their DNA will be. Hint: Compare each nucleotide base (each letter).

ORGANISM DNA SEQUENCE

Human ATG CTT CGG CAA AAG
Finch ATG CTG CAA CAA AGG
Mole ATG CGG CGG CAA AAG
Bat ATG CGC CGG CAC AGG
Sponge ATG TAT TGG CAT ACC
 Questions:
o Which organism is closely related to human? Explain your answer.
o Which organism is least related to human? Explain your answer.
o What does genetic information say about the different organisms? Can it provide
evidence for evolution? Explain.

Group 3
“COMPARATIVE ANATOMY”
 Objective: Interpret through visual data how comparative anatomy serve as evidence for
evolution.
 Directions: Read the situation and answer questions below.

You are a team of physiologists. You study animal bones to determine which species came
from a common ancestor. The picture below shows forearm bone structure of huma, bird,
and bat. Observe the bone structure of the species forearm.

 Questions:
o What can you observe to the forearm bone structure of the three organisms?
o Can you say that human, bird, and bat might belong to the same ancestral group? Explain
why.

Group 3
“EMBRYOLOGY”
 Objective: Interpret through visual data how embryology serves as evidence for evolution.
 Directions: Read the situation and answer questions below.
 You are a team of embryologists. You look at animals in their early stages of development
to compare their body structures. Look and analyze the embryos of different species below.

 Questions:
o Which animals appear to be closely related? Which animals seem to be more distant
relatives? List specific observations to support your claim.
o Can embryonic development be evidence that evolution took place? How?

 These activities will be done asynchronously.

IV. EXPLAIN

 Presentation of output
 One representative will present the group work.
 Each group will be given 2-4 minutes to present their outputs.

V. ELABORATE

 Through a power point presentation, the teacher will further elaborate on the evidence for
evolution and provide example(s) for each piece of evidence.

Evidence of Evolution

 Embryology
 It is the scientific study of embryos and their development.
 It the study of the development of the anatomy of an organism to its adult form, also
provides evidence of relatedness between now widely divergent groups of organisms.
 Many organisms have similar embryos, supporting the idea of common ancestors.
 Homologous Structure
 It refers to the physical structures of the organisms that have the same evolutionary
origin and positions.
 For instance, the appendages vertebrate animals have the same evolutionary origin. As
they progress, the animals developed differently in response to the function of their
appendages.
 The legs of amphibians are adapted for walking and crawling and the wings of avian
are adapted to fly.

 Vestigial Structure
 It refers to the structure of animals which is gradually disappearing.
 One of the structures of an animal usually gets smaller compared to other animal
species in earlier evolutionary lineage.
 A structure of an organism with few or no function but it is clearly homologous to the
structure of another organism is called vestigial structure.
  Genetics
 Genetic evidence is another evidence of evolution in which organisms have the basic
heredity units for all life which consists of similar nucleotides and proteins.

 Fossils
 These are the remains of plants and animals.
 Fossils were formed when living organisms are quickly buried in sand, mud, and
gravel at the bottom part of the different bodies of water.
 Due to periodic time, particles pile up and eventually became sedimentary rocks
producing the original pattern of living organisms.
 How the ages of fossils determined?
o RELATIVE DATING
 The age of rock is compared to the other rock layers.
o RADIOMETRIC DATING
 To determine the age of fossilized organism, they used the
radioisotope dating like the radioactive components of potassium-
argon.

VI. EVALUATE

 The teacher will administer an online 10-item multiple-choice quiz using Quizizz. The
questions are as follows:

1. How do fossils support evolution?

A. The fossil record provides evidence that organisms have changed over time.
B. Individual species disappear and reappear in the fossil record over time.
 C. The fossil record provides evidence that all organisms developed at the same time.
D. Organisms in the fossil record are identical to living organisms.

2. Which of the following would best determine whether two plant species share a recent
common ancestor?
A. Stem lengths
B. Habitat distribution
C. Flowering times
D. DNA sequences

3. What does comparative anatomy look at?

A. Homologous genes
B. Analogous physical structures
C. Homologous physical structures
D. The process of embryonic development

4. What best describes the hind leg bones seen in the whale?

A. Fossil structures from an extinct ancestor

B. Homologous structures to the wings of butterflies
C. Analogous structures to the fins of living fish
D. Vestigial structures that had a function in an ancestor

5. Scientists infer that species with similar body structures and development patterns had a
common .
A. environment
B. predator
C. ancestor
D. gene

6. According to this data, the unknown bacterial species is most closely related to:

A. Species I
B. Species II
C. Species III
D. Species IV
 7. What term best describes the relationship between these forelimbs?

A. They are embryological.

B. They are analogous.
C. They are homologous.
D. They are vestigial.

8. is the study of organisms at their earliest stage of life.

A. Genetics
B. Embryology
C. Fossil record
D. Comparative anatomy

9. The diagram shows fossils in different rock layers. Which of the following statement about
the age of these fossils is most likely correct?

A. Fossils A and C are the same age

B. Fossil A is older than fossil B
C. Fossil C is younger than fossil B
D. Fossil D is older than fossil C

10. Which of the following is an example of vestigial structure?

A. The wings of a red-tailed hawk
B. The tailbone of a human
C. The fins of shark
D. The hind limbs of a house cat

VII. EXTEND

 The teacher will ask the students what are their key concepts learned from the discussion.
 An assignment will also be given to the students.
o Read and study in advance Unit VIII-Lesson 2: Occurrence of Evolution.
Prepared by: Approved by:

JESSA S. ELEAZAR RYZA ANNE A. GUEVARRA

Pre-service Teacher
Cooperating Teacher