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GENERAL
BIOLOGY 2
Third Quarter Week 4
EVIDENCES OF EVOLUTION
LEARNING ACTIVITY SHEET
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NOTE: Practice personal hygiene protocols at all times
GENERAL BIOLOGY 2
Name of Learner: _______________________________ Grade Level: ___________
Section: ___________________________________ Date: _________________
LEARNING ACTIVITY SHEET
EVIDENCES OF EVOLUTION
BACKGROUND INFORMATION FOR LEARNERS
The evidence for evolution is compelling and extensive. Looking at every level of
organization in living systems, biologists see the signature of past and present evolution. Darwin
dedicated a large portion of his book, On the Origin of Species, to identifying patterns in nature
that were consistent with evolution. Since Darwin, our understanding has become clearer and
broader.
EVIDENCES OF EVOLUTION
A. EVIDENCE FROM FOSSILS
Fossils are remains of ancient organisms trapped in rocks, tar pits, frozen in ice or
embedded in amber. The activities and behavior of ancient life forms also left behind fossil traces
(such as footprints, dungs, gastric stones, nests and burrows) which scientists can study.
The records found in the rocks show a gradual evolutionary descent from simpler to more
complex life forms. Paleontologists use the fossils found in rocks to track the evolutionary history
of many organisms.
Consider the example of the horse, shown in Figure 1 below. The fossil record shows how
the horse evolved.
Figure 1: Horse Evolution
The ancestors of modern horses were short browsers
with diet of broad-leaved plants, shrubs and trees. They had
more toes (four in front, three at the back) which prevented
them from sinking in the soft, marshy ground. As the
climate changed to drier conditions, foliage plants were
replaced by grass fields. Those with the characteristics
suited for this (tooth structure fit for eating hard, dry grass)
survived better. The forced grazers also became runners
(with longer leg bones and lesser toes) to be able run more
efficiently in the hard ground and to escape from predators.
Credit: Mariana Ruiz Villarreal (LadyofHats) for the CK-12 Foundation
Source: CK-12 Foundation
License: CC BY-NC-SA 3.0
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B. EVIDENCE FROM STRUCTURES
Structures in different organisms can be compared to infer common lineage.
HOMOLOGOUS STRUCTURES are structures with the same set of bones that presumably
evolved from a common ancestor. They appear different and may have varied functions.
Example: Human upper limbs contain the same bone parts as those of the other animal upper
limbs. Look at the figure below. The human arm is composed of the same set of bones, i.e.
humerus, radius, and ulna, just as the arms of the other animals included in the figure. The figure
shows the bones that make up the different animal forelimbs. Notice that their forelimbs have the
same bone components.
Figure 2: Homologous Structures
Credit: [Link]
ANALOGOUS STRUCTURES are structures that perform the same function but have very
different embryological development or set of structures like bones.
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For example, the wings of bats and birds, shown in Figure below, look similar on the
outside. They also have the same function. However, wings evolved independently in the two
groups of animals. This is apparent when you compare the pattern of bones inside the wings.
Credit: John Romanes, modified by CK-12 Foundation
Source: [Link]
License: Public Domain
Figure 3: Analogous Structures. Wings of bats and birds serve the same function. Look closely
at the bones inside the wings. The differences show they developed from different ancestors.
VESTIGIAL STRUCTURES are structures or attributes that have lost most of its ancestral
function in more recent species.
For example, snakes descended from lizards, with their legs growing smaller and smaller
until all that was left is a small bump (leg bones buried in muscle) at the back of some of the largest
snakes, such as pythons and boa constrictors. Another example of a structure with no function is
the human vermiform appendix. Other examples of vestigial structures are wings (which may have
other functions) on flightless birds like the ostrich, leaves on some cacti, traces of pelvic bones in
whales, and the sightless eyes of cave animals.
Figure 4: In humans the vermiform
appendix is a vestigial structure; it has lost Figure 5: Vestigial hindlegs (spurs) in a
much of its ancestral function. boa constrictor.
Images from [Link]
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C. EVIDENCE FROM EMBRYOLOGY
Embryology is the study of the development of an organism from an embryo to its adult
form. Common structures are shared in the embryo stage and disappear by the time the embryo
reaches the juvenile or adult form.
The figure below shows four different types of organisms, which almost have the same
early stages of development. The shared embryological development of organisms is also
responsible for the similar growth of their homologous structure.
Figure 6. Similarities in the embryological structures of organisms
Image adapted from [Link]
The comparative embryology among different species suggests that there is common
ancestry because all the embryos have similar early developmental stages.
D. EVIDENCE FROM MOLECULAR BIOLOGY
Many organisms have similar molecules of life (RNA, DNA, proteins) that suggest descent
from a common ancestor with modifications. The near universality of the genetic code reflects an
evidence of common ancestry and relatedness and can be inferred from the similarities in the DNA
sequences between and among organisms.
By studying DNA sequences, scientists were able to discover that chimpanzees have DNA
that are identical to humans. About one-third of the genes of the chimpanzees’ code for proteins
that are exactly the same as humans. This strongly suggests that human and chimps share a
common ancestor. Another example can be observed in the DNA sequence of dogs and wolves,
which share many similarities. However, if you compare their DNA sequences to that of the mouse,
you would observe fewer similarities. Note that dogs and mice have backbones and ae mammals.
This means that dogs and mice, although distant in relation, may also have common ancestry.
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Figure 7. Proteins of some animals
Image adapted from [Link]
E. EVIDENCE FROM BIOGEOGRAPHY
Biogeography is the study of geographical distribution of fossils and living organisms.
Organisms usually arise in areas where similar forms already exist. Similar organisms may also be
found in different locations which could mean that the two places were previously connected.
Consider the birds called finches that Darwin studied on the Galápagos Islands (Figure 8).
All of the finches probably descended from one bird that arrived on the islands from South
America. Until the first bird arrived, there had never been birds on the islands. The first bird was
a seed eater. It evolved into many finch species, each adapted for a different type of food. This is
an example of adaptive radiation. This is the process by which a single species evolves into many
new species to fill available ecological niches.
Credit: Christopher Auyeung vua CK-12 foundation licensed CC BY-NC 3.0
Figure 8: Galápagos finches differ in beak size and shape, depending on the type of food they eat.
Those eating buds and fruits have the largest beaks. Insect and grub eaters have narrower beak.
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LEARNING COMPETENCY
Explain evidences of evolution (e.g., biogeography, fossil record, DNA/protein
sequences, homology, and embryology) (STEM_BIO11/12-IIIcg-12)
Specifically, students will be able to:
describe the evidences to support evolution and
explain some modern evidences of evolution
DIRECTIONS/INSTRUCTIONS
HOW TO USE THIS MATERIAL?
1. Read every part of the material very well. Use the suggested references or other
related references as guides in answering the activities.
2. Follow the instructions carefully. Ask the help or assistance of your parents or
siblings as much as possible.
3. There are three (3) learning activities in this material. Strictly follow what is/are asked
in every activity and accomplish the activity within the given timeline.
4. In case the materials in the activity are not available in your place, you may improvise
or use related materials.
5. If you have good internet connection, you may use the digital version of this material.
Ask your subject teacher how.
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LEARNING ACTIVITY 1
CONFIRMED! EVIDENCES OF EVOLUTION
DIRECTIONS/INSTRUCTIONS
Identify the evidence of evolution presented in each statement. Choose from
options A-E in the box. Write the letter of your answers on your answer sheet.
A. BIOGEOGRAPHY D. STRUCTURES
B. FOSSIL RECORDS E. EMBROLOGY
C. MOLECULAR BIOLOGY
____1. Comparing the gene for the human muscle protein to that of monkeys and chickens.
____2. Distinguishing characteristics appearing as organisms continue to develop.
____3. Many organisms with similar characteristics distributed in different continents.
____4. Honey possums licking nectar from flowers using their long tongues made of soft
muscles, and butterflies licking nectar from flowers using their long tongue like
structures made of hard proteins
____5. Preserved remains of plants and animals.
____6. Birds having different shapes of beaks depending on their locations and food they eat.
____7. Similarities in the bones of the horse’s front leg, bat’s wing, bird’s wing, and human arm.
____8. Similarities in the early stages of development in fishes, reptiles, birds and mammals.
____9. Direct sequencing of genetic materials to determine common ancestry.
____10. Scientists finding structures preserved in a rock or rock layer and observing them.
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LEARNING ACTIVITY 2
EVOLUTION PICK-UP LINES
DIRECTIONS/INSTRUCTIONS
Below are some pick-up lines where the concepts in evolution were discussed.
Identify and explain the concept behind the given pick-up lines.
1. Without you in my life, my heart would become vestigial.
CONCEPT:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________.
2. If apes are really our ancestors, I think your family are the most beautiful descendants of
monkeys.
CONCEPT:
______________________________________________________________________________
______________________________________________________________________________
_______________________________________________________________.
3. Would you agree, I think our characters are really homologous?
CONCEPT:
______________________________________________________________________________
______________________________________________________________________________
_______________________________________________________________.
4. Now is your turn. Make your own evolution pick-up lines and identify the concept in
evolution used.
______________________________________________________________________________
______________________________________________________________________________
_______________________________________________________________.
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LEARNING ACTIVITY 3
SAY SOMETHING ABOUT EVIDENCES OF EVOLUTION
DIRECTIONS/INSTRUCTIONS
Write a letter/response regarding the given topic. Your letter should be informative,
persuasive, and full of substance. Refer to the rubric below for the scoring.
Scenario: You have read an article from a science magazine that disproves evolution. As
a scientist who is an expert in the field of research and evolution, you feel that it is your duty to
inform the writer of the article that what he or she wrote is scientifically incorrect. You have to
write a letter to the writer about your knowledge of the theories and evidences of evolution. You
should include in your letter the different facts that can prove that evolution exists. Mention the
many pieces of evidence of evolution so that you’ll be able to persuade the writer.
Rubrics for the letter
Traits 4 3 2 1
Organization The introduction is The introduction The There is no
inviting, states the goal includes the goal introduction clear
and provides an and provides an includes the introduction,
overview of the topic. overview of the main goal. Most structure, or
Information is topic. Information information is conclusion.
presented in a logical is presented in a presented in a
order and maintain the logical order but logical order. A
interest of the does not always conclusion is
audience. The maintain the included, but
conclusion strongly interest of the does not clearly
states a personal audience. A state a personal
opinion. conclusion states a opinion.
personal opinion.
Goal There is one goal that There is one goal A personal The personal
strongly and clearly that states a opinion is not opinion is
states a personal personal opinion clearly stated. not easily
opinion and identifies and identifies There is little understood.
issue. issue. reference to theThere is little
issue. or no
reference to
the issue.
Reason and Three or more Three or more Two reasons are Arguments
support excellent reasons are reasons are stated., made but with are weak or
states with good but the argument weak argument. missing. Less
support. It is evident are somewhat than two
that a lot of thought weak in places. reasons are
made.
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and research was put
into this activity.
Word choice Word choice is Word choice There is Word choice
creative and enhances enhances the evidence of is limited
the argument. argument. attention to
word choice
Grammar, There are no errors in There are few, There are There are
mechanics grammar, mechanics errors in grammar, several errors in numerous
and spelling and/or spelling mechanics and/or grammar, errors in
spelling but they mechanics, grammar,
do not interfere and/or spelling. mechanics
with understanding and/or
spelling.
Comments:
Adopted from ReadWriteThink international reading association NCTE copy write 2013
REFLECTION
1. I realized that
______________________________________________________________________________
______________________________________________________________________________
_________________________________.
2. I enjoyed most on
______________________________________________________________________________
______________________________________________________________________________
_________________________________.
3. I want to learn more on
______________________________________________________________________________
______________________________________________________________________________
_________________________________.
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ANSWER KEY
Learning Activity 1.
1. C 6. A
2. E 7. D
3. A 8. E
4. D 9. C
5. B 10. B
Learning Activity 2.
1. Evidence from structure
2. Evidence from molecular biology
3. Evidence from structure
4. Answers may vary
Learning Activity 3.
Response must include all the salient points about the theories and evidences of
evolution. (Answers may vary)
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REFERENCES FOR LEARNERS
BOOKS
1. Basco-Tiamzon, Maria Elena, Yael Avissar, Jung Choi, Jean Desaix, Vladimir Jurukovski,
Robert Wise, and Connie Rye. 2016. General Biology 2 Textbook For Senior High School. Vibal
Group.
2. Javier, Mark Archei. 2017. DIWA Senior High School Series General Biology 2. DIWA
Learning Systems INC.
3. Rea, Maria Angelica, and Nikki Heherson Dagamac. 2021. General Biology 2. REX Book
Store.
4. Robinson, Richard. 2002. Biology. New York: Macmillan Reference USA.
5. Teaching Guide for Senior High School General Biology 2. 2016. Ebook. Commission on
Higher Education.
WEBSITES
1. "8.1A: Evidence Of Evolution". 2021.
BiologyLibretexts.[Link]
_(Boundless)/8%3A_Microbial_Evolution_Phylogeny_and_Diversity/8.01%3A_Origins_of_Lif
e/8.1A%3A_Evidence_of_Evolution.
2. 2021. [Link].
[Link]
3. Foundation, CK-12. 2021. "Welcome To CK-12 Foundation | CK-12 Foundation". CK-12
Foundation. [Link]
Prepared by
MA. KARLA T. FONTIVEROS
[Link]@[Link]
Teacher III – CNHS-SH
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11
GENERAL
BIOLOGY 2
Third Quarter Week 4
INFER EVOLUTIONARY
RELATIONSHIPS
LEARNING ACTIVITY SHEET
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GENERAL BIOLOGY 2
Name of Learner: _______________________________ Grade Level: ___________
Section: ___________________________________ Date: _________________
LEARNING ACTIVITY SHEET
INFER EVOLUTIONARY RELATIONSHIPS AMONG ORGANISMS USING THE
EVIDENCE OF EVOLUTION
BACKGROUND INFORMATION FOR LEARNERS
Modern day organisms can provide clues about evolution. Fossils, patterns of early
development, and similar body structures all provide evidence that organisms have changed over
time. By comparing organisms, scientists can infer how closely related the organisms are in an
evolutionary sense. Scientists compare body structures, development before birth, and DNA
sequences to determine the evolutionary relationships among organisms.
LET’S DISCUSS!
Scientists make inferences about evolutionary relationships by comparing the early
development of organism. An adult opossum, chicken, salamander, and fish look quite different;
however, during early development these four organisms are similar. These similarities suggest
that these vertebrate species are related and share a common ancestor.
An organism’s body structure is its basic body plan, such as how its bones are arranged.
Fishes, amphibians, reptiles, birds, mammals, for example, all have similar body structure-an
internal skeleton with a backbone. This is why scientists classify all five groups of animals together
as vertebrates. Presumably, these groups all inherited these similarities in structure from an early
vertebrate ancestor that they shared.
Scientists infer that species with similar body structures and development patterns inherited
many of the same genes from a common ancestor. Recall that genes are made of DNA. By
comparing the sequences in the DNA of different species, scientists can infer how closely related
the species are. The more similar the sequences, the more closely related the species are. Recall
also that the DNA bases along a gene specify what type of protein will be produced. Therefore,
scientists can also compare the order of amino acids in a protein to see how closely related two
species are.
Scientists have combined the evidence from DNA, protein structure, fossils, early
development, and body structure to determine the evolutionary relationships among species. In
most cases, DNA and protein sequences have confirmed conclusions based on earlier evidence.
Scientists use such combined evidence to construct a cladogram - a diagram used to represent a
hypothetical relationship between groups of animals, called a phylogeny. A cladogram is used by
a scientist studying phylogenetic systematics to visualize the groups of organisms being compared,
how they are related, and their most common ancestors. A phylogeny is a hypothetical relationship
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between groups of organisms being compared. A phylogeny is often depicted using a phylogenetic
tree.
A phylogenetic tree is a diagram used to reflect evolutionary relationships among
organisms or groups of organisms. Scientists consider phylogenetic trees to be a hypothesis of the
evolutionary past since one cannot go back to confirm the proposed relationships. In other words,
a “tree of life” can be constructed to illustrate when different organisms evolved and to show the
relationships among different organisms a phylogenetic tree can be read like a map of evolutionary
history. Many phylogenetic trees have a single lineage at the base representing a common ancestor.
In a rooted tree, the branching indicates evolutionary relationships (Figure 1). The point
where a split occurs, called a branch point, represents where a single lineage evolved into a
distinct new one. A lineage that evolved early from the root and remains unbranched is called basal
taxon. When two lineages stem from the same branch point, they are called sister taxa. A branch
with more than two lineages is called a polytomy and serves to illustrate where scientists have not
definitively determined all of the relationships. It is important to note that although sister taxa and
polytomy do share an ancestor, it does not mean that the groups of organisms split or evolved from
each other. Organisms in two taxa may have split apart at a specific branch point, but neither taxa
gave rise to the other.
Figure 1. Parts of a phylogenetic tree
Image adapted from [Link]
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Figure 2. An example of vertebrate phylogenetic tree
Image adapted from [Link]
LEARNING COMPETENCY
Infer evolutionary relationships among organisms using the evidences of evolution
(STEM_BIO11/12-IIIc-g-13)
Specifically, students will be able to:
Compare and contrast structures of common animals
Interpret a phylogenic tree
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LEARNING ACTIVITY 1
“ANALYZE THIS”
DIRECTIONS/INSTRUCTIONS
Analyze the given phylogenetic tree and answer the questions that follow.
Adapted from [Link]
Questions:
1. What trait separated salamanders from lizards?
______________________________________________________________________________
_________________________.
2. What traits separate pigeons from mice?
______________________________________________________________________________
_________________________.
3. Which organism is most related to the mouse? What other traits do these two organisms share?
Give at least two similar traits.
______________________________________________________________________________
__________________________.
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4. Which organism will have DNA that is most similar to the mouse?
______________________________________________________________________________
__________________________.
5. Which of the organisms have the farthest relation to chimps?
______________________________________________________________________________
_________________________.
LEARNING ACTIVITY 2
“UNDERSTANDING MAIN IDEAS”
DIRECTIONS/INSTRUCTIONS
Use the figures below to answer the questions that follow. Write your answers on a
separate sheet of paper.
Guide Questions:
1. Compare and contrast the bones of a bird’s wing and a seal’s flipper.
______________________________________________________________________________
______________________________________________________________.
2. What can scientists infer from the similarities between these two structures?
______________________________________________________________________________
__________________________________________________________________
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3. What do scientist call such similar structures?
___________________________________________________________________________
_____________________________________________________________________
4. Describe how DNA evidence might be used to confirm scientists’ conclusions about any
relationship between birds and seals.
___________________________________________________________________________
_____________________________________________________________________
REFLECTION
1. I realized that
______________________________________________________________________________
______________________________________________________________________________
_________________________________.
2. I enjoyed most on
______________________________________________________________________________
______________________________________________________________________________
_________________________________.
3. I want to learn more on
______________________________________________________________________________
______________________________________________________________________________
_________________________________.
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ANSWER KEY
Learning Activity 1.
1. Claws or nails
2. fur, mammary glands
3. Chimp, fur and mammary glands
4. Chimp
5. Hagfish
Learning Activity 2.
1. Both have essentially the same set of bones, though in somewhat different shapes
2. Scientists can infer that birds and seals had a common ancestor
3. Homologous
4. The more similar birds’ and seals’ DNA, the closer the relationship
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REFERENCES FOR LEARNERS
BOOKS
1. Basco-Tiamzon, Maria Elena, Yael Avissar, Jung Choi, Jean Desaix, Vladimir Jurukovski,
Robert Wise, and Connie Rye. 2016. General Biology 2 Textbook For Senior High School. Vibal
Group.
2. Javier, Mark Archei. 2017. DIWA Senior High School Series General Biology 2. DIWA
Learning Systems INC.
3. Rea, Maria Angelica, and Nikki Heherson Dagamac. 2021. General Biology 2. REX Book
Store.
4. Robinson, Richard. 2002. Biology. New York: Macmillan Reference USA.
5. Teaching Guide for Senior High School General Biology 2. 2016. Ebook. Commission on
Higher Education.
WEBSITES
1. "8.1A: Evidence Of Evolution". 2021.
BiologyLibretexts.[Link]
_(Boundless)/8%3A_Microbial_Evolution_Phylogeny_and_Diversity/8.01%3A_Origins_of_Lif
e/8.1A%3A_Evidence_of_Evolution.
2. 2021. [Link].
[Link]
3. Foundation, CK-12. 2021. "Welcome To CK-12 Foundation | CK-12 Foundation". CK-12
Foundation. [Link]
4. "From Fossils To Phylogenies Phylogenetic Tree Activity". 2021. Science & Math
Investigative Learning Experiences. [Link]
phylogenetic-tree-activity.
5. "Understanding Main Ideas". 2021. [Link].
[Link]
Prepared by
MA. KARLA T. FONTIVEROS
[Link]@[Link]
Teacher III – CNHS-SH
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