Republic of the Philippines

Department of Education
Regional Office IX, Zamboanga Peninsula

SHS

GENERAL
nd
BIOLOGY 2
2 Semester– Module 2
HISTORY OF LIFE ON EARTH AND
MECHANISMS OF EVOLUTION

Name of Learner:
___________________________
Grade & Section:
___________________
________
Name of School:
___________________________
General Biology 2 – Grade 11/12
Support Material for Independent Learning Engagement (SMILE)
Module 2: History of Life on Earth and Mechanisms of Evolution
First Edition, 2021

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Development Team of the Module

Writer: Andrea Xeres G. Nieves

Editor: Glirod Jane T. Tindugan
Reviewer: Glirod Jane T. Tindugan
Layout Artist: Chris Raymund M. Bermudo
Management Team: Virgilio P. Batan Jr.
Lourma I. Poculan
Superintendent Amelinda D. Montero
Supervisor, CID
Nur N. Hussien
Ronillo S. Yarag
Zyhrine P. Mayormita
Leo Martinno O. Alejo
Janette A. Zamoras
Joselito S. Tizon
- Schools Division Superintendent
- Asst. Schools Division
- Chief Education
- Chief Education Supervisor, SGOD
- Education Program Supervisor, LRMS
-Education Program Supervisor, Science
- Project Development Officer II, LRMS
- Public Schools District Supervisor
- Principal, Zamboanga del Norte NHS

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 What I Need to Know
By undergoing evolutionary changes over geologic time, living things play
an important role in the development of the geological time scale.

Have you ever wondered why living organisms existing on this planet
is diverse? It ranges from microscopic in size, such as bacteria, to the
largest ones, such as the blue whale. You can also observe in pictures or in
actuality that there are organisms that are closely similar in appearance
but are entirely different organisms. For example, toads and frogs are
distinct species. Species consist of organisms of a certain kind that
interbreed or mate with each other naturally in order to produce offspring.
A toad and a frog will not mate with each other. Species can be closely
similar in appearance, may not be related to one another but have similar
functional features and characteristics, or no longer existing today or
extinct such as the dinosaurs. This is all because of evolution.

Evolution is a process of change of living organisms over time. All

living things are descendants of organisms that lived more than two billion
years ago. Evolution is also the reason why living things show both
similarities and differences.

Evolution is a scientific theory and one of the main themes in the

field of biology. This theory has been supported by many scientific studies.
In this module, you are expected to:

1. Describe general features of the history of life on Earth, including generally

accepted dates and sequence of the geologic time scale and;
(STEM_BIO11/12-IIIc-g-8)
2. Explain the mechanisms that produce a change in populations from
generation to generation (e.g., artificial selection, natural selection, genetic drift,
mutation, recombination). (STEM_BIO11/12-IIIc-g-9)

What's In
HISTORY OF LIFE ON EARTH, EVOLUTION
AND ORIGIN OF BIODIVERSITY

Let us do a quick test. What do you know about the history of life on Earth? How about
evolution and the origin of biodiversity?

1
ACTIVITY 1. KNOWLEDGE CHECK
Direction: Read each question carefully. Choose the letter of your best answer.

1. The Mesozoic era is called the Age of reptiles; how about the Cenozoic era?
A. Age of mammals B. Age of humans
B. Age of birds D. Age of Technology

2. The Earth has an incredibly long history. Approximately, how old is the
Earth?
A. 4.5 million B. 45 million C. 4.5 billion D. 45 billion

3. Which organism first dominated the Earth?

A. Dinosaurs B. Fishes C. Plants D. Bacteria

4. The largest division on the geologic time scale is called __________.

A. Eon B. Era C. Epoch D. period

5. During which era were the first land plants formed?

A. Precambrian B. Paleozoic C. Mesozoic D. Cenozoic

6. The geologic time scale is subdivided into four groups. What is the correct
sequence if you will arrange them from the longest to the shortest?
A. Eon, period, epoch, era C. Eon, era, period, epoch
B. Eon, era, epoch, period, D. Era, eon, period, epoch

7. Relative to the percent of time dominating the Earth, which organisms

have the longest reign?
A. Dinosaurs B. Plants C. Prokaryotes D. Humans

8. What is the longest part of Earth's history where trace fossils appeared?
A. Precambrian B. Paleozoic C. Mesozoic D. Cenozoic

9. Understanding geologic time scale is significant because it helps us to

________
A. Understand the human impact on our environment
B. Understand the evolution of organisms over time
C. Understand the possibility of life on other planets
D. All of the above

10. Which of the events occurred during the Mesozoic era?

A. Pangea formed C. Rocky mountain formed
B. Asteroid killed the dinosaurs D. Pleistocene ice age began

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 What's New
The history of life on Earth track down the processes by which living
and fossil organisms evolved to the present from the earliest emergence of
life. To have some overview on our new lesson, perform the succeeding
activities.

ACTIVITY 2. Where Do I Belong!

Directions: Table 1 shows pictures of different organisms and their
corresponding description. Determine the era and period each organism
belongs to and write your answers in Table 2.

Table 1 Table 2
Organism Description Era Period Organism
1.) Trilobite An invertebrate, it Cenozoic Recent
lived in a shallow ___________
(66 million
marine years ago Quaternary
environment to present) ___________
during Ordovician
and Silurian Tertiary
___________
periods.
2.) Crinoid Crinoids look like Mesozoic Cretaceous
plants but are (252 to 66 ___________
actually animals million
related to our years ago) Jurassic
modern day
___________
starfish. They
belong to Phylum
Echinodermata Triassic
and lived during ___________
the Triassic
Period.
3.) Dinosaurs Dinosaurs or giant Paleozoic Permian
___________
reptiles ruled the (541 to
Earth during the 252 Carbonifero
Jurassic Period million ___________
us
under Mesozoic years ago)
Devonian
Era. ___________

4.) Vascular This fossilized leaf Silurian

___________
is once part of an
early vascular Ordovician ___________
plant during the
Carboniferous
Cambrian ___________
Plants Period.
3
 What Is It

Earth's history is divided into a series of time intervals: eon, era, period, and epoch.
These time intervals are not equal in length like the hours in a day. Instead, the time
intervals are variable in length. This is because geologic time is divided using significant
events in the history of the Earth.
Table 1 - The Geological Time Scale
MILLIONS
EON ERA PERIOD EPOCH OF YEARS KEY EVENTS
AGO
Holocence 0.01 HISTORICAL TIME
Quaternary
Cenozoic

Pleistocene 2.6 Ice ages, the origin of homo

Phanerozoic

5.3 Bipedal human ancestors

Pliocene
appear
Neogene
23 Mammals and angiosperms
Miocene
continue to diversify
Oligocene 33.9 Origin of primates
55.8 Angiosperms dominate,
Eocene
Paleogene mammals diversify
65.5 Mammals, birds, insects
Paleocene
diversify
145 Angiosperms diversify,
Cretaceous dinosaurs extinct at the end
Mesozoic

of period
199.6 Dinosaurs evolve, origin of
Jurassic
mammals
251 Dinosaurs abundant, first
Triassic birds appear, gymnosperm
dominate
299 Reptiles diversify, major
Permian extinction of many marine
Paleozoic

organisms
359.2 First seed plants appear,
Caboniferous origin of reptiles,
amphibians dominate
416 Bony fishes diversify,
Denovian insects and first amphibians
appear
Silurian 443.7 First vascular plants appear
488.7 Fungi, plants, animals
Ordovician
colonize land
542 First fish, many animal
Cambrian
phyla diversify
635 Appearances of algae and
Proterozoic

invertebrates
Ediacaran 1800 Oldest fossils of eukaryotic
cells
2500 Carbonate rocks abundant

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 2700 Atmospheric oxygen
Archae concentration increases

Precambrian
an 3500 Oldest fossil of cells
3850 Oldest known rocks
Hadean 4600 EARTH FORMS

Geological Life of Earth

Precambrian Life (Hadean, Archaean and Proterozoic Eras)

Figure 1: Links and Life Forms of the Precambrian Time Image

Image resource http://801423391439642278.weebly.com/precambrian.html

The Precambrian represents more than 80 percent of the total geologic record.
The Precambrian is the earliest of all the geologic ages, which are marked by different
layers of sedimentary rocks. These rock layers contain a permanent record of the
Earth's past, including the fossilized remains of animals and plants buried when the
sediments were formed.

Life began when the Earth was already more than 600 million years old. The
planet had cooled down from its molten state, developing a solid crust, and oceans
came from water vapor in the atmosphere. Scientists think these primordial seas gave
rise to life, with hot, mineral-rich volcanic vents acting as catalysts for chemical
reactions across the surface of tiny water bubbles, which led to the first cell
membranes. Other bubbles are thought to have formed self-replicating substances by
attracting chemicals from around them. Over time the two combined to produce living
cells, the energy-using cells.

Shown up in the fossil record that as early as 3.4 billion years ago, the earliest
living organisms were microscopic bacteria. As their numbers multiplied and supplies
of their chemical fuel were eaten up, bacteria sought out an alternative energy source.
New varieties began to harness the power of the sun through a biochemical process
known as photosynthesis—a move that would ultimately lead the planet to open up to
simple plants and animal life.

5
 Some three billion years ago, Earth's atmosphere was virtually devoid of oxygen.
At about 2.4 billion years ago, oxygen was released from the seas as a byproduct of
photosynthesis by cyanobacteria. Around two billion years ago, levels of gas gradually
climbed, reaching about one percent. About 800 million years ago, oxygen levels
reached about 21 percent and began to breathe life into more complex organisms. The
oxygen-rich ozone layer was also established, shielding the Earth's surface from
harmful solar radiation.

The first multicelled animals appeared in the fossil record almost 600 million
years ago. These bizarre creatures known as the Ediacaransore bore little resemblance
to modern life-forms. They grew on the seabed and lacked any apparent heads, mouths,
or digestive organs. Fossils of the largest known among them, Dickinsonia, resemble a
ribbed doormat. What happened to the mysterious Ediacarans isn't clear. They could
be the ancestors of later animals, or they may have been completely erased by
extinction.

The earliest multicelled animals that survived the Precambrian fall into three
main categories. The simplest of these soft-bodied creatures were sponges. Lacking
organs or a nervous system, they lived by drawing water through their bodies and
filtering out food particles. The cnidarians, which included sea anemones, corals, and
jellyfish, had sac-like bodies and a simple digestive system with a mouth but no anus.
They caught food using tentacles armed with microscopic stinging cells. The third
group, the annelids, or segmented flatworms, had fluid-filled body cavities and
breathed through their skins.

It's thought the final stages of Precambrian time were marked by a prolonged
global ice age. This may have led to widespread extinctions, mirroring the bleak endings
to the geologic periods that followed.

Paleozoic Era (Old Life)

Figure 2: The Paleozoic Era

Image resource https://www.google.com/imgres?imgurl=https%3A%2F%2Fstudy.com%2Fcimages%2Fvideopreview%2Fthe-
paleozoicera_114661.jpg&imgrefurl=https%3A%2F%2Fstudy.com%2Facademy%2Flesson%2Fthe-paleozoic-era-definition-timeline-
events.html&tbnid=ftzts96n58SrDM&vet=12ahUKEwjpye-g1fruAhXRNKYKHadQB6YQMygBegUIARDWAQ..i&docid
=3yitXzzNMnt9wM&w=1024&h=576&q=paleozoic%20era&ved=2ahUKEwjpye-g1fruAhXRNKYKHadQB6YQMygBegUIARDWAQ

6
 The paleozoic era is also known as "Old Life," started more than 540 million years
ago and lasted for more than 300 million years. This era is divided into six periods:
Cambrian, Ordovician, Silurian, Devonian, Carboniferous, and Permian.

Many Paleozoic rocks are economically important. Much of the limestone quarried
for building and industrial purposes, and the coal deposits of western Europe and the
eastern United States are just some examples of rocks formed during the Paleozoic.
Geological processes during this era began with the break-up of supercontinent
Rodinia into continents Gondwana and Laurentia. These two continents were located
near the equator that subsumed much of the current-day landmasses in a different
configuration. This is a time when sea levels were very high, probably at a level that
hasn't been reached since. As the Paleozoic progressed, glaciations created a global
climate, but conditions warmed at the end of the first half of the Paleozoic, the
landmasses began moving together. Eventually, a single supercontinent Pangaea was
formed in the latter third of the Paleozoic. Glaciations then began to affect Pangaea's
climate, affecting the distribution of animal life.

Towards the latter part of the Paleozoic era, the Permian period, which happened
299 years ago, the largest mass extinction in history also occurred, wiping out
approximately 90% of all marine animal species 70% of land animals. It is called the
Permian Extinction. When the continents were rejoined as Pangaea, lower sea levels,
increased volcanic activity, and climate change are the possible causes of the mass
extinction during this era.

Mesozoic Era (Middle Life)

Figure 3: Prehistoric animals, Mesozoic Era

Image resource https://www.pinterest.ph/pin/439241769908118358/

The Mesozoic is divided into 3 periods: the Triassic (245-208 Million Years Ago),
the Jurassic (208-146 Million Years Ago), and the Cretaceous (146-65 Million Years
Ago).

At the outset of the Mesozoic, all of Earth's continents were joined together into
the supercontinent of Pangea. By the close of the era, Pangea had fragmented into
multiple landmasses.

7
 Movement of the tectonic plates like the gradual rifting of the supercontinent
Pangaea happened in this era. This split Pangaea into two northern continents,
Laurasia (North America and Eurasia) and a southern continent, Gondwana (South
America, Australia, Antarctica, and the Indian continent. During the Triassic period,
Pangaea still formed one massive continent. Without much coastline to moderate the
continent's interior temperature, Pangaea experienced major temperature swings and
was covered with large swaths of desert. The Jurassic period saw a rise in sea levels
which flooded coastal regions and speed up the break-up of the supercontinent. With
more coastlines, many areas experienced warmer, more steady temperatures and a
wetter climate.

Carbon dioxide levels in the atmosphere had risen during the cretaceous era,
trapping the planet's heat. As a result, the planet was hotter- possibly up to 10 degrees
Celsius warmer. This era is also known as the era of dinosaurs and/or reptiles because
it predominated the planet due to its ability to withstand dry climates. Small mammals
and birds also thrived in this era because of being warm-blooded and hair or feathers
to protect them from the changing climate. Gymnosperms were most abundant during
this era because their seeds can endure the dry weather. The Cretaceous period ended
with a mass extinction event. Scientists thought it to be caused by the collision of an
asteroid or comet with Earth.

Cenozoic Era (Recent Life or Era of Modern Life)

Figure 4: Cenozoic Era, Earth Timeline

Image resource https://sites.google.com/site/earthtimelinev365/earth-timeline

The Cenozoic Era is the most recent subdivision of the history of life. It spans
only about 65 million years. The largest land animals have been mammals during that
time, thus sometimes called the Age of Mammals. This is a misnomer for several
reasons. First, the history of mammals began long before the Cenozoic began. Second,
the diversity of life during the Cenozoic is far wider than mammals. The Cenozoic could
have been called the "Age of Flowering Plants" or the "Age of Insects" or the "Age of
Teleost Fish" or the "Age of Birds" just as accurately.

This era is divided into three periods: Paleogene, Neogene, and Quaternary. Each
segment of the Cenozoic experienced different climates, but during the Paleogene
period, most of the Earth's climate was tropical. The Neogene period saw a drastic
cooling that continued into the Pleistocene epoch of the Quaternary period.

8
 As the continents drifted apart during the Paleogene period, it created vast
stretches of oceans that significantly impacted the climate and marine life surrounding
each continent.

Several of the world's foremost mountain ranges, including the Alps, Himalayas,
and the Rocky Mountains, were formed during this era.
The Cenozoic era was crucially affected by the major extinction event that
occurred between 10,000 and 8,000 years ago. This event involved the disappearance of
many Ice Age mammals that was linked to these two factors- climate change following
the melting of the most recent Pleistocene glaciers or overkilled by Paleolithic hunters.

Paleolithic hunters are considered the cause of the disappearance of these

mammals. The speedy improved technology of Paleolithic humans produced more
efficient tools for hunting. As climatic differentiation increased over the course of
Cenozoic era, flora became more and more territorial. For instance, deciduous
angiosperms predominate in colder regions, while evergreen varieties predominate in
the subtropics and tropics. Grasses also increased and provided food to the grazing
animals allowing the population to increase.

Changes in the environment often create new niches that lead to rapid speciation
and increased diversity. Cataclysmic events, on the other hand, such as volcanic
eruptions, can result in disastrous losses of diversity. Such periods of mass extinction
have occurred repeatedly in the evolutionary record of life, erasing some genetic lines
while creating room for others to evolve into the empty niches left behind. The
appearance and dominance of flowering plants in the Cenozoic era created new niches
for insects and birds and mammals. Early in Cenozoic era, as grasses and coral reefs
flourished, new ecosystems appeared due to continuous geological processes, including
the evolution of life forms. Late in the Cenozoic, further extinction followed by
speciation occurred during the ice ages that covered high latitudes with ice and then
retreated, leaving new open spaces for colonization.

As we try to understand how our planet changed as described on our geological

time scale, we also try to learn how biological changes have caused disruptions in the
organismal equilibrium. These biological changes that happen through the course of
geological events that shaped our planet until today are the process of evolution.

Mechanism of Evolution

Populations are usually evolving. The plants on the ground, the wolves in a
forest, and even the tiniest insects are all, natural populations and all of these
populations are likely to be evolving for at least some of their genes. Evolution is
happening right here, right now! But, this doesn't mean that these populations are
reaching some final state of perfection. Evolution is responsible for both the remarkable
similarities we see across all life and the amazing diversity of that life. It means that a
population is changing in its genetic makeup over generations. And these changes may
be subtle, but exactly how does it work?

Natural Selection

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 It is the most famous mechanism of evolution. Natural selection occurs when one
allele -one of two or more alternative forms of a gene that arise by mutation and are
found at the same place on a chromosome- makes an organism more or less fit, that is,
able to survive and reproduce in a given environment. If an allele reduces fitness, its
frequency will tend to drop from one generation to the next. We will look in detail at
different forms of natural selection that occur in populations.

Darwin's grand idea of evolution by natural selection is comparatively simple but

often misunderstood. To find out how it works, imagine a population of beetles:

1. There is variation in traits. For example, some beetles are green, and some
are brown.
2. The differential in reproduction. Since the environment can't support
unlimited population growth, not all individuals get to reproduce to their full
potential. In this example, green beetles tend to get eaten by birds and survive to
reproduce less often than brown beetles do.
3. There is heredity. The surviving brown beetles have brown baby beetles
because this trait has a genetic basis.

Genetic Drift

Genetic drift is a change in allele frequencies in a population through generations

that occurs due to chance events. To be more precise, genetic drift is a change due to
"sampling error" in selecting the alleles for the next generation from the current
generation's gene pool. Although genetic drift happens in populations of all sizes, its
effects tend to be stronger in small populations.

In each generation, some individuals may, just by chance, leave behind a few
more descendants than other individuals. The next generation's genes will be the genes
of the "lucky" individuals, not necessarily the healthier or "better" individuals. That is
genetic drift. It happens to all populations.

Genetic drift affects the genetic makeup of the population but through an entirely
random process, unlike natural selection. So although genetic drift is a mechanism of
evolution, it doesn't work to produce adaptations.

Gene Flow

Also called gene migration — it is any movement of individuals and/or the genetic
material they carry from one population to another. Gene flow includes lots of different
kinds of events, such as pollen being blown to other destinations or people moving to
new places. If gene versions are carried to a population where those types of a gene
previously did not exist, gene flow can be a significant source of genetic variation.

Recombination

This is a process by which pieces of DNA are broken and recombined to produce
new combinations of alleles. This process creates genetic diversity at the level of genes
that reflects differences in different organisms' DNA sequences.

10
 In eukaryotic cells, which are cells with a nucleus and organelles, recombination
typically occurs during meiosis. Meiosis is a form of cell division that produces
gametes- egg and sperm cells. During the first phase of meiosis, the pairs of maternal
and paternal chromosomes align. During the alignment, the arms of the chromosomes
can overlap and fuse temporarily, causing a crossover. Crossovers result in
recombination and the exchange of genetic material between the two chromosomes
resulting in offspring that have different combinations of genes than their parents.
Genes that are located farther apart on the same chromosome have a greater likelihood
of undergoing recombination, which means they have a greater recombination
frequency.

Mutation

A gene mutation is an alteration in the DNA sequence that makes up a gene, such
that the sequence differs from what is found in most people. Mutations range in size;
they can affect anywhere from a large segment of a chromosome that includes multiple
genes to a single DNA building block.

A change in a DNA sequence usually occurs because of errors in repair or

replication. Changes in the composition of a genome due to recombination are not
considered mutations because recombination alone just changes which genes are
united in the same genome but don't alter the said genes' sequence. The outcomes or
effect of a mutation in an organisms' appearance or phenotype are as follows;

a. It may affect the phenotype of organism in a way that it reduced fitness-less

likelihood of survival, resulting in fewer offspring.
b. It may produce a phenotype with an advantageous effect on fitness
c. Neutral mutations will have no effect on fitness.

Hardy-Weinberg Equilibrium

The Hardy-Weinberg equation is an equation that can be used to calculate the genetic
variation of a population at equilibrium. In 1908, G. H. Hardy and Wilhelm Weinberg
described a basic principle of population genetics, which is now named the
HardyWeinberg equation. The equation is an expression of the principle known as
HardyWeinberg equilibrium, which states that the amount of genetic variation in a
population will remain constant from one generation to the next in the absence of
disturbing factors.

To explore the Hardy-Weinberg equation, we can examine a simple genetic locus at

which there are two alleles, A and a. The Hardy-Weinberg equation is expressed as:

p2 + 2pq + q2 = 1 where p is the

frequency of the "A" allele where q is the

frequency of the "a" allele

In this equation, p2 represents the frequency of the homozygous genotype AA, q 2

represents the frequency of the homozygous genotype aa, and 2pq represents the
11
frequency of the heterozygous genotype Aa. In addition, the sum of the allele
frequencies for all the alleles at the locus must be 1, so p + q = 1. If the p and q allele
frequencies are known, then the frequencies of the three genotypes may be calculated
using the Hardy-Weinberg equation. In population genetics studies, the HardyWeinberg
equation can be used to measure whether the observed genotype frequencies in a
population differ from the frequencies predicted by the equation.

Figure 5: Hardy-Weinberg formula

Image resource https://www.khanacademy.org/science/ap-biology/natural-selection/hardy-weinberg-equilibrium/a/hardy-
weinbergmechanisms-of-evolution

What's More

ACTIVITY 3: FAMILIARIZATION
Direction: Complete the Geologic Time Scale below using the phrases or words
provided.
Era Geologic Events Evolution of Life Forms
1.
2.
3.
4.
Precambrian Age of mammals Pangea formed
Cenozoic Age of dinosaurs Pangea split
Paleozoic First prokaryotes Abundance of carbonate rocks
Mesozoic First bony fishes Most mountain ranges formed
Humans Appearance of grasses and coral reefs

12
 What I Have Learned
At this point, you have now learned about the significant events in Earth's history
using geologic time scale and things about evolutionary changes of life forms as
explained on the different mechanism of evolution.

ACTIVITY 4: TIME MACHINE

Directions: You are going to make a narrative about your place. How does it look like
decades ago, and how it will be, a decade from now.

What You Need:

Bond paper, pen

What You Have To Do:

1. Research about your place or interview people in your town, on how it looks like
before (example: landforms, landmarks, buildings, establishment, and the
community folks)
2. Make a narrative (maximum of 500 words) on how the place transforms, include
plants and animals that are dominant. Include important events.
3. Please refer to the scoring rubric as your guide in the preparation of your output.

Scoring Rubric
Narrative
Excellent (10-8) Good (7-6) Fair (5-3)
Rubrics Criteria
Content Narration is clear Narration stays on The narration
and easy to topic. Some does not stay on
understand. It details helped the topic. It may need
uses many reader picture more work on
interesting what is being details on how the
details about the described about place is being
place it describes the place described
Organization It grabs the Narration is clear Narration is a
reader's attention. from beginning to little bit
The events happen end, and the confusing, and it
in order that paragraph was needs more work
makes sense. The organized. on how the
paragraph is paragraph should
organized and be organized.

13
 What I Can Do

ACTIVITY 5. RESEARCH IN ACTION

Directions: Given a little background, assumption, data collection, and data analysis
form a conclusion on how the genetic structure of a population is affected by:
1. Natural disasters
2. Diseases inherited by the offspring

Scoring Rubrics

Criteria Excellent (10-8) Good (7-6) Fair (5-3)

Content and Very informative Informative and Content is not
details and accurate. accurate. Has always related to the
Very interesting to adequate topic. Has few
read details supporting details.
Organization All parts are well It shows adequate Poorly organized and
organized and organization and confusing at times.
complete complete parts
Writing skills and Easy to read. No Readable. Has few Difficult to read and
writing mechanics errors in spelling, to several errors understand. Has
punctuation, and in spelling, many errors in
grammar. punctuation, spelling, punctuation
and grammar. and grammar.

Assessment
Directions: Read and understand each question, then select the best answer.
1. The Mesozoic era is called the Age of reptiles; how about the Cenozoic era?
A. Age of mammals C. Age of humans B. Age of birds D. Age of Technology
2. Which organism first dominated the Earth?
A. Dinosaurs B. Fishes C. Plants D. Bacteria
3. Coronacollina acula is a fossil that represents the oldest animal with hard body parts
that was discovered recently in South Australia.Scientist believed that this animal
existed during ___________.
A. Precambrian B. Paleozoi C. Mesozoic D. Cenozoic
4. In which era were the first land plants formed?
A. Precambrian B. Paleozoic C. Mesozoic D. Cenozoic
5. What is the longest part of Earth's history which covers 88% of the Earth's history?
A. Precambrian B. Paleozoic C. Mesozoic D. Cenozoic

14
6. When male lions reach sexual maturity, they leave their group searching for a new
pride. This can alter the allele frequencies of the population through which of the
following mechanisms?
A. Natural selection C. Recombinant DNA
B. Artificial selection D. All of these 7. Which event occurred
during the Mesozoic era?
A. Pangea formed C. Rocky mountain formed
B. Asteroid killed the dinosaur D. Pleistocene ice age began
8. Approximately how many mass extinction events occurred throughout the
evolutionary history of animals?
A. 3 B. 4 C. 5 D. more than 5
9. Which of the following statement is TRUE about the different mechanisms of
evolution?
A. Natural selection works by selecting alleles that confer beneficial traits or
behavior.
B. Mutations introduce new alleles into a population.
C. Allele frequencies can change as a result of gene flow D. All of the above

10. Which of the following situations will lead to natural selection?

A. The seeds of two plants land near each other, and one grows longer than the
other
B. Two types of fish eat the same kind of food, and one is better able to gather
food than the other.
C. Male lions compete for the right to mate with females, with only one possible
winner
D. All of the above

Additional Activities
ACTIVITY 6. COLLAGE-MAKING
Direction: Create a "Photo Collage" to improve your knowledge and skills related to the
origin of biodiversity. On a ¼ size of cartolina in a portrait format, use old or recyclable
waste materials, photos from magazines, and old newspaper to make a collage. Label
the photos as you wish.
Scoring Rubrics

Criteria Description Rate Total Rating

The concept was clear and
Organization 40%
objectively conveyed
The pictures are appropriate to
Content 30%
the theme
The idea was clearly presented
Visual
based on the pictures and words 30%
Presentation
used.
Total 100%
15
Answer Key General Biology 2 Module 2

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