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Grade and Section: __________________________________ Subject Teacher: _______________________________

U3 M3 A__: So, Who’s My Relative/Let’s Compare!

Learning Competency:
S10LT-IIIf-39 explain how fossil records, comparative anatomy, and genetic information provide evidence for evolution

Part A: So, Who is My Relative?

Objectives: At the end of the activity, the students should be able to compare the stages embryonic development of
different organisms and to explain how embryonic development provides clues for evolution.

Directions: Study and compare the stages of embryonic development of the different vertebrates.

Q1. In what stage/s of development of the organisms above show

similarities?

Q2. In stage 3, identify the structures that made the organisms

different from each other? (Give only three structures.)

Q3. Can embryonic development be an evidence that evolution

took place? Explain.

Part B: Let’s Compare!

Learning Competency: S10LT-IIIg-40 Explain the occurrence of evolution

Objectives: At the end of the activity, the students should be able to compare the sequence of amino acids in the
cytochrome C of different vertebrates and infer about the evolutionary relationship of organisms from the differences in
amino acid sequence.
Directions: Study carefully the sequence of the amino acid. Mark the amino acid of the animal that’s different from the
human sequence.

Q5. What organism appears to be least related to humans? ______________________________________

Q6. What organism appears to be closely related to humans? ______________________________________

Q7. What organism appears to be least related to humans? ______________ closely related to humans? _____________
Q8. What organism appears to be least related to fruit fly? ______________ closely related to fruit fly? ______________
Q9. If the amino acid sequences of the two organisms are similar, would their DNA be also similar? Why?