General Biology 2

Quarter 3 – Module 8:
Evidence of Evolution
General Biology 2 – Grade 12
Alternative Delivery Mode
Quarter 1 – Module 5: Evidences of Evolution
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Cecille B. Delgado

Editor: Lovella C. Atienza
Reviewer: Queences Ricel C. Glocenda
Illustrator: Ferdianne Antonie B. Bermudo
Layout Artist: Melbourne L. Salonga
Cover Design: LRMDS-Bataan

Management Team:
Schools Division Superintendent : Romeo M. Alip, PhD, CESO V
Asst. Schools Division Superintendent : Roland M. Fronda, EdD, CESE
Chief Education Supervisor, CID : Milagros M. Peñaflor, PhD
Education Program Supervisor, LRMDS : Edgar E. Garcia, MITE
Education Program Supervisor, AP/ADM : Romeo M. Layug
Education Program Supervisor, Science : Edwin R. Bermillo
District Supervisor, Limay : Elma P. Dizon
Division Lead Book Designer : Kenneth G. Doctolero
District LRMDS Coordinator, Limay :
School LRMDS Coordinator :
School Principal :
District Lead Layout Artist, General Biology:
District Lead Illustrator, General Biology :
District Lead Evaluator, General Biology :

Printed in the Philippines by Department of Education – Schools Division of Bataan

Office Address: Provincial Capitol Compound, Balanga City, Bataan
Telefax: (047) 237-2102
E-mail Address: [email protected]
General Biology 2
Quarter 1 – Module
8: Evidence of
Evolution
Introductory Message
For the facilitator:

Welcome to the General Biology 2 – Grade 12 Alternative Delivery Mode (ADM)

Module on Evidence of Evolution!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher or

facilitator in helping the learners meet the standards set by the K to 12 Curriculum

while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and

independent learning activities at their own pace and time. Furthermore, this also

aims to help learners acquire the needed 21st century skills while taking into

consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the

body of the module:

Notes to the Teacher

This contains helpful tips or strategies that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this

module. You also need to keep track of the learners' progress while allowing them to

manage their own learning. Furthermore, you are expected to encourage and assist

the learners as they do the tasks included in the module.

 For the learner:

Welcome to the General Biology 2 – Grade 12 Alternative Delivery Mode (ADM)

Module on Evidence of Evolution!

The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant competencies
and skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

This will give you an idea

WhatofI the
Needskills or competencies you are expected to learn in the module.
to Know

This part includes an activity that aims to check what you already know about the lesson to
take. If you get all the answers correct (100%), you may decide to skip this module.

What I Know
This is a brief drill or review to help you link the current lesson with the previous one.

In this portion, the new lesson will be introduced to you in various ways such as a story, a song,
a poem, a problem opener,
What’san
Newactivity or a situation.
What’s In
This section provides a brief discussion of the lesson. This aims to help you discover and
understand new concepts and skills.

What
This comprises activities is independent
for It practice to solidify your understanding and

What’s More
 skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

This includes questions or blank

What I Have Learned sentence/paragraph to be filled into process
what you learned from the lesson.

This section provides an activity which will

What I Can Do help you transfer your new knowledge or skill
into real life situations or concerns.

This is a task which aims to evaluate your

Assessment level of mastery in achieving the learning
competency.

In this portion, another activity will be given

Additional Activities to you to enrich your knowledge or skill of
the lesson learned. This also tends
retention of
learned concepts.

This contains answers to all activities in the

Answer Key module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
 What I Need to Know

This module is specifically designed for you to enjoy discovering different pieces of evidence of
evolution. Through different fun-filled activities, you will analyze and explain the different
evidence used in science to prove that evolution did take place. You will also learn to infer the
evolutionary relationship between organisms using the evi dence of evolution.

At the end of this module, you are expected to:

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

homology, and embryology) (STEM_BIO11/12-IIIc-g-12)
2. Infer evolutionary relationships among organisms using the evidence of evolution
(STEM_BIO11/12-IIIc-g-13)

What I Know
Hello! Let’s check what you already know about the Evidences of Evolution and Evolutionary Relationships.
Evidences of Definition Illustration
Evolution
1. Body parts that are 6-7.
structurally similar in
related species.
2. A diagram that shows how 8-9.
scientists think different groups
of organisms are
related.
3. The preserved remains or 10-11.
traces of an organism that lived
in the past.
4. Similarities in early 12-13.
development among
different organisms which
suggests that they are related
and share a
common ancestor.
5. Scientists used this to compare 14-15.
the genes of different species to
determine how closely
related the species are.
Fill in the following table by identifying and illustrating the different evidences of evolution.
.
 Lesson
Evidence of Evolution
1
You have learned already a great deal about evolution from previous modules in this subject
area. We have investigated the different mechanisms of evolution and we have traced the
development of evolutionary thoughts. You might realize by now that evolution is an interesting topic
in biology.

In line with that, this time we will try to unravel the different pieces of evidence of evolution.
Scientific claims are indispensable because they are purely based on logic, investigation, and
evidence. One of the great claims in the scientific community which have been and still is a widely
talked about concept is the evolution of life.

Scientists are still at an unending process of collecting data and evidence that may prove or
disprove the knowledge about evolution of life that we have today. In this module, we will explore
these different pieces of evidence and we will use them to infer evolutionary relationship between
organisms. Sounds exciting? Let us embark on yet another scientific journey!

WHAT’S IN
Previously, you have analyzed the patterns of descent with modification from our common ancestor to
the present organismal diversity. You also have traced the development of evolutionary thoughts from a few
notable individuals in the field of evolution.
By way of a review, you need to analyze the following group of words and pick the odd man out.
Encircle the term which does not belong to the group of reach number below.

1. Charles Darwin, Alfred Russel Wallace, Jean Baptiste Lamarck

2. HMS Beagle, Galapagos Islands, Birdwing Butterfly
3. Natural Selection, On the Origin of Species, Principle of Use and Disuse
4. Charles Darwin, On the Origin of Species, Principle of Use and Disuse
5. Old Species, New Species, Common Ancestor, Alien

As you chose the odd man term out you might have been reminded about how the patterns of descent with
modification explains the origin of different species on Earth. You may also want to note that before Darwin
and Wallace arrived at their conclusion about how speciation occurred, they have collected numbers of specimens
that served as evidence for their claim. The pieces of evidence in the field of science are very important.
 What’s New

On the left are the structural palms of

different organisms or species of primates.

Tarsiers are one of the small species of

primates commonly found at tropical islands
like Bohol in the Visayas Islands of the
Philippines. Gibbons are small apes commonly
found in the forests of Southeast Asian
countries, Chimpanzees are few of the
considered “smart” animals and humans are
believed to be the highest form of “thinking
organisms” on Earth.

One of the claims of the theory of Evolution is

these organisms evolved from the same
ancestor.

By looking at the illustration how will you

support or reject the said claim?

From left to write, top to bottom are the

palms of tarsier, gibbons, chimpanzees, and
humans.

What is It
THE CLAIM: DARWIN’S THEORY OF EVOLUTION

Y o u h a v e le a r n e d fro m th e p r e v io u s le s s o n h o w th e th o u g h ts a b o u t e v o lu tio n w e r e d e v e lo p e d ,
th e p ro m in e n t a m o n g th e s a id th o u g h ts is C h a r le s D a r w in ’ s T h e o ry o f E v o lu tio n o n w h ic h h e s ta te d th a t
th e o r g a n is m a l d iv e r s ity to d a y o r th e p r e s e n t- d a y s p e c ie s d e s c e n d e d fr o m o ld e r s p e c ie s a n d a c o m m o n
a n c e s to r ; th is h a p p e n s th ro u g h th e m e c h a n is m o f n a tu r a l s e le c tio n o n w h ic h o r g a n is m s d e v e lo p e d a
m o d if ie d b e h a v io r , tr a it o r c h a r a c te r is tic s a s th e y a d a p t o r b e c o m e “ f it” to th e liv in g c o n d itio n p r e s e n te d
b y th e ir e n v ir o n m e n t.

EVIDENCES: THE BRIDGE BETWEEN THE CLAIM AND THE FACTS

T h e p ie c e s o f e v id e n c e s w h ic h c o n s is t o f f a c ts m a y b e u s e d to s u p p o r t a c la im o r a th e o r y o r
h y p o th e s is , th e e v id e n c e is u s e d to c h e c k th e re la tio n s h ip b e tw e e n a s c ie n tif ic c la im a n d th e tr u th . T h e y
a r e d a ta g a th e r e d th r o u g h o b s e r v a tio n , c o lle c tio n o f s p e c im e n s , o r r e s u lts o f te s ts a n d e x p e r im e n ts .
W ith o u t s u c h p ie c e s o f e v id e n c e , a s c ie n tif ic c la im m u s t b e r e v is e d o r r e je c te d .
 EVIDENCES OF EVOLUTION AND HOW TO USE THEM TO INFER
EVOLUTIONARY RELATIONSHIP

1. FOSSIL RECORD
Fossils are the remains of a living
organisms that lived in the past. These
remains may be in the form of fossilized or
preserved bone structure, other hard body
parts aside from bones, imprinted activities
such as footprints, dungs, nests, or gastric
stones. Scientists use these fossils to infer
the characteristics, structures, and lifestyle
of the ancient organisms.
Fossils showed that organisms from
the past look very different from the
organisms living today. An example is how
the unearthed fossils of the horses from
different times led scientists to infer
that the ancestors of the modern
horses have looked different from them. The Image source: Encyclopedia Britannica, Inc.
The development of horses as evident through fossil records.
fossils showed that ancient horses have more
toe-fingers because they used to feed on shrubs
and broad leaves plants or trees which are
usually found on soft marshy grounds. As the land becomes drier and the grass becomes more
available, horses evolved to adapt and survive.
We may not have the complete records of fossils from different times in the history of
life on Earth, but scientists can still theorize based on the available data using logical
reasoning. It is also important to take note that fossils were collected from different areas
across the world so as time pass by and the records from fossils became more available, the
sequences of prehistoric events made evolution clearer.

2. COMPARATIVE ANATOMY
Body structures of organisms may be compared to each other to investigate more on
evolution. Scientists have developed classifications for these body structures as deemed
useful in the study of evolution.

2.a. HOMOLOGOUS STRUCTURE

These are body structures from different organisms that

may look somewhat similar to each other or have the same
component but may perform different functions.
Homologous structures suggest common ancestry or
shared descent. For example, the human arm, the cat’s
foreleg, the whale’s flipper and the bat’s wings have
different functions but have the same features or bone
structures. This indicates that these organisms inherited this
developmental pattern from a common ancestor.
 2.b. ANALOGOUS STRUCTURE
These are body structures that look the
same and have the same function but have
different structures or features. Analogous
structures suggest that organisms of different
descent or close common ancestor have evolved
the same structure with the same function because
of the same needs.
Examples are the wings of bats, birds
and insects; the differences from the bone
structures and features of their wings indicate
that even if they have wings to serve a
common function, they still evolved
independently from two distantly related
groups of ancestors. Bones are the
frameworks of the birds’ wings, meanwhile,
chitin, a tough material like bones is what
composed the wings of the insects.
Therefore, the wings of birds and insects From top to bottom: illustration of bat wings,
evolve independently with each other in two bird wings and insect wings.
distantly related groups of ancestors.

2.c. VESTIGIAL STRUCTURE

These are body structures that are still present in some life forms but have no clear
functions. Vestigial structures suggest that organisms have once had them, but evolution took place
and they were no longer needed, so they have shrunken in size and appear to be remnant from their
common ancestor. Examples are the human’s tailbone and appendix. Indicatively, vestigial
structures were once useful to the ancestor organisms, but due to changes in different mechanisms
evolution, these structures no longer serve their original purpose yet are still inherited by the
descendant organisms as part of the body plan.

3. EMBRYOLOGY
Early development stages or organisms were studied
and compared. Embryology suggests that organisms that are
closely related seems to have similarities or common traits
during their embryonic stage because they have evolved from a
common ancestor. For example, the embryo of a human showed
vestigial structures such as gill slits and longer tail bone. These
are indicative of the shared common descent of humans
from other living organisms such as fishes.

From left to right, top to bottom are the embryos of fish,

salamander, turtle, chicken, rabbit and humans. All are
vertebral animals but have evolved to grow differently
from each other.

4. MOLECULAR BIOLOGY
Technological advancement provided a new line of knowledge and evidence to prove common
Descent or evolution. New equipment and technique in the field of molecular biology allowed researchers
to map the DNA sequence of different organisms. You have already learned from the previous modules that
the DNA serves as the blueprint or instruction of the life of an organism. Molecular biology studies
showed that the more similar the DNA sequences of organisms are, the more relevant they are with one another.
 An example is the 99.6% shared DNA
sequence between humans and chimpanzees
which indicated that humans and chimpanzees
are closely related to each other in the tree of life.
It also showed the complexity of DNA because
the 0.4% difference makes humans so much
different from chimpanzees in behavior and
characteristics.

5. BIOGEOGRAPHY
Scientists study the geographical distribution of organisms on Earth. Their
findings suggest that some living organisms are unique to specific places because they have
evolved to adapt on certain conditions present in those places; it may also be noted that
specie which seems similar despite different geographical location is an indication that \
those places were once connected before that massive island of the Earth, the Pangaea
divided.

THE RESULT: INTERPRETING THE EVIDENCES

The pieces evidence presented above are

not only used to prove the claim of the theory of
evolution but also showed how they may be used
to infer the evolutionary relationship between
different biological organisms. Evolutionists or scientists used these pieces of evidence
to
complete the PHYLOGENETIC TREE or the
TREE OF LIFE. This tree or diagram is used to
present the evolutionary relationship between the
organisms using different pieces of evidence of
evolution. You will learn about this more on the
succeeding modules

What’s More
Have you enjoyed learning about the pieces of evidence of evolution and how to use them in inferring the
evolutionary relationship between organism?

Solve the following photo analogy equation. Explain each given evidence of evolution and how to
use it to infer evolutionary relationship between organisms.

1. ____________________________ 2. _________________________

_____________________________ ____________________________

_____________________________ ____________________________
.
 What I Have Learned

Now it’s your turn! Read and fill out the following “I have learned oath.”

Learning about the pieces of evidence of evolution and the how to use them
in inferring evolutionary relationship is an extraordinary engagement! I can
now understand that they showed how life have evolved through time.
I have also remembered that (1.)________________ is the tree of life
on which scientists diagrammed the evolutionary relationship between
different life-forms using various evidences of evolution.

I have learned from this module that there are 5 evidences that may be used
to infer the evolutionary relationship of organisms; they are
(2.)________ , (3.) , (4.) _____________,
(5.)___________ , and (6.) .

Biology is indeed an interesting field of study! It teaches me various truth about the development of
life, such as the evidences of evolution. What’s more amazing is how researchers discovered them and
used to infer on the evolutionary relationships of different organisms on Earth. The knowledge from
this endeavor may be useful in tracing our history and in foreseeing what will happen to us in the
future so that we may recommend ways on how to ease our living. With proper precaution, science is
beneficial to the society. I (write/state your name), do solemnly pledge
that I will only do good and responsible science for my society specifically in learning about the
evidences of evolution.

What Can I Do
The evolution of man is one of the most fascinating discussion and discovery in the field of science.
Humans as the race that have dominated the Earth and seem to be at the center of it have evolved greatly.

Observe the illustration on the left. The common ancestor of the primates like chimpanzees and humans might
look like a primitive primate with four limbs on which the forelimbs are used to hang on trees. After some time, the
emergence of humans has marked a great change on the history of life on Earth.

In your point of view as a senior high school STEM student, are humans still evolving? Provide evidences for your
answer.
 SUMMATIVE ASSESSMENT
BIOLOGY 2 MODULE 8

NAME__________________ GRADE& SECTION________________ DATE______________

Let’s see how well you have appreciated our lesson about the evidences of evolution by answering the following questions.
Choose and encircle the letter of the best answer.

1. DNA of the life-forms on Earth are almost universal and seem to be templated from one original source, this line of inferring
can be based from what evidence of evolution?
a. Fossil record c. Molecular Biology
b. Comparative Anatomy d. Embryology
2. Exactly different organisms such fish and humans may have resemblances during the early stage of their development and
will lose some key likenesses as they grow in later stage of development, which among the following is the line of evidence
and field of study that underlie the said concept for evolution?
a. Fossil record c. Molecular Biology
b. Comparative Anatomy d. Embryology
3. Preserved bodies of cave dwelling man from cold and icy places suggested that humans look different in the past, what
evidence of evolution was used?
a. Fossil record c. Molecular Biology
b. Comparative Anatomy d. Embryology
4. Identify what evidence of evolution is used: vertebrate animals such as humans, chickens and fish have gill slits and tails
during their embryonic stage.
a. Fossil record c. Molecular Embryology
b. Comparative Anatomy d. Embryology
5. Boa constrictors, a kind of snake has a remnant of what appears to be rudimentary hindlegs, what type of body structure are
these?
a. Analogous structures c. Embryonic structures
b. Homologous structures d. Vestigial structure
6. These body structures indicate that organisms descended from a close common ancestor.
a. Analogous structures c. Embryonic structures
b. Homologous structures d. Vestigial structures
7. Fox and polar bears which are distant relatives both developed white colored fur to adapt to the snowy environment where
they habituate. These body structures are identified as:
a. Analogous structures c. Embryonic structures
b. Homologous structures d. Vestigial structures
8. This is the study of body structures of organisms to compare and infer evolutionary links.
a. Fossil record c. Embryology
b. Comparative Anatomy d. Biogeography
9. Which among the following best explain the fossil records as an evidence of evolution?
a. Recorded events from the past indicates that the Earth was once filled with water.
b. Fossils suggest that the Earth is not the same as it is today, for instance there were once a huge massive interconnected
land termed as Pangaea.
c. Fossils recorded the history of life on Earth and indicates that ancient life forms were different from modern day species.
d. Recorded activities of animals from prehistoric times suggest that people came from monkeys.
10. How will you differentiate analogous structures from homologous structures as evidence of evolution?
a. Analogous structures indicate common ancestry while homologous structures suggest evolution because of same
environmental factors.
b. Analogous structures are structures which indicates that organisms might developed structures with same function as
needs arise while homologous structures showed pattern of common descent from different body structures of closely
related specie.
c. Both analogous and homologous structures are body structures used by researchers to study the evolutionary development
of organisms while vestigial organisms showed different result.
d. B and C
11. What evidence of evolution is portrayed by the unique species on islands which are usually isolated from another mainland?
a. Fossil record c. Embryology
b. Comparative Anatomy d. Biogeography
12. Mapping of DNA allows scientist to compare the genes of organisms from the past and organisms present today,
the evidence of evolution used is:
a. Fossil record c. Analogous structures
b. Molecular Biology d. Comparative anatomy
13. Using the evidences of evolution, researchers have developed this diagram to represent the evolutionary relationship
between the organisms living on Earth, what is this diagram?
a. Phyke tree c. Phylogeny
b. Phylogenetic Tree d. Cladistics
14. How will you use biogeography as an evidence to infer evolutionary relationship?
a. Organisms living closer at each other and sharing the same niche are also closely related to each other.
b. The unique characteristics of the organisms living on a secluded area is indicative of their ancestry and speciation.
c. Biogeography revealed that organisms with similar developmental pattern even if found at different places might once
live together before they were separated due to natural events or forces.
d. All of the above
15. The following are the pieces of evidence of evolution that may be used to infer the evolutionary relationship between organisms
EXCEPT:
a. Comparative Anatomy c. Molecular Biology
b. Fossil record d. Embryology
 Assessment

Let’s see how well you have appreciated our lesson about the evidences of evolution by answering the
following questions. Choose and encircle the letter of the best answer.

1. DNA of the life-forms on Earth are almost universal and seem to be templated from one
original source, this line of inferring can be based from what evidence of evolution?
a. Fossil record
b. Comparative Anatomy
c. Molecular Biology
d. Embryology
2. Exactly different organisms such fish and humans may have resemblances during the early
stage of their development and will lose some key likenesses as they grow in later stage of
development, which among the following is the line of evidence and field of study that
underlie the said concept for evolution?
a. Fossil record
b. Comparative Anatomy
c. Molecular Biology
d. Embryology
3. Preserved bodies of cave dwelling man from cold and icy places suggested that humans look
different in the past, what evidence of evolution is used?
a. Fossil record
b. Comparative Anatomy
c. Molecular Biology
d. Embryology
4. Identify what evidence of evolution is used: vertebrate animals such as humans, chickens and
fish have gill slits and tails during their embryonic stage.
a. Fossil record
b. Comparative Anatomy
c. Molecular Biology
d. Embryology
5. Boa constrictors, a kind of snake has a remnant of what appears to be rudimentary hindlegs,
what type of body structure are these?
a. Analogous structures
b. Homologous structures
c. Embryonic structures
d. Vestigial structure
6. These body structures indicate that organisms descended from a close
common ancestor.
a. Analogous structures
b. Homologous structures
c. Embryonic structures
d. Vestigial structures
7. Fox and polar bears which are distant relatives both developed white colored
fur to adapt to the snowy environment where they habituate. These body
structures are identified as:
a. Analogous structures
b. Homologous structures
c. Embryonic structures
d. Vestigial structures
8. This is the study of body structures of organisms to compare and infer
evolutionary links.
a. Fossil record
b. Comparative Anatomy
c. Embryology
d. Biogeography
9. Which among the following best explain the fossil records as an evidence of
evolution?
a. Recorded events from the past indicates that the Earth was once filled
with water.
b. Fossils suggest that the Earth is not the same as it is today, for instance
there were once a huge massive interconnected land termed as Pangaea.
c. Fossils recorded the history of life on Earth and indicates that ancient life
forms were different from modern day species.
d. Recorded activities of animals from prehistoric times suggest that people
came from monkeys.
10. How will you differentiate analogous structures from homologous structures
as evidence of evolution?
a. Analogous structures indicate common ancestry while homologous
structures suggest evolution because of same environmental factors.
b. Analogous structures are structures which indicates that organisms might
developed structures with same function as needs arise while homologous
structures showed pattern of common descent from different body
structures of closely related specie.
c. Both analogous and homologous structures are body structures used by
researchers to study the evolutionary development of organisms while
vestigial organisms showed different result.
d. B and C
11. What evidence of evolution is portrayed by the unique species on islands
which are usually isolated from another mainland?
a. Fossil record
b. Comparative Anatomy
c. Embryology
d. Biogeography
12. Mapping of DNA allows scientist to compare the genes of organisms from the
past and organisms present today, the evidence of evolution used is:
a. Fossil record
b. Molecular Biology
c. Analogous structures
d. Comparative Anatomy
13. Using the evidences of evolution, researchers have developed this diagram to
represent the evolutionary relationship between the organisms living on
Earth, what is this diagram?
a. Phyke tree
b. Phylogenetic Tree
c. Phylogeny
d. Cladistics
14. How will you use biogeography as an evidence to infer evolutionary
relationship?
a. Organisms living closer at each other and sharing the same niche are also
closely related to each other.
b. The unique characteristics of the organisms living on a secluded area is
indicative of their ancestry and speciation.
c. Biogeography revealed that organisms with similar developmental pattern
even if found at different places might once live together before they were
separated due to natural events or forces.
d. All of the above
15. The following are the pieces of evidence of evolution that may be used to infer
the evolutionary relationship between organisms EXCEPT:
a. Comparative Anatomy
b. Fossil record
c. Molecular Bonds
d. Embryology
 Additional Activities

You did well on reaching at this far end of the module! Let’s wrap up this wonderful

learning experience with another mind-thrilling activity.

Answer the following picture analogy equation by identifying what is the evidence of

evolution that is being riddled, explain how this evidence might be used to infer the

evolutionary relationship between organisms:

For inquiries or feedback, please write or call:

Department of Education – Region III,

Schools Division of Bataan - Curriculum Implementation Division Learning Resources Managem
Provincial Capitol Compound, Balanga City, Bataan Telefax: (047) 237-2102
Email Address: