GOOD

MORNING
PREPARED BY: ANAFLOR
PAGPAGUIATN
• PRAYER

• CHECKING
ATTENDANCE

• CLASS
MANAGEMENT
we need to recall
are you ready?
what is our previous
topic?
What is Evolution?
State the difference
between
Homologous and
Analogous
structure?
 ACTIVITY 1:

fILL THE
EVOLUTIONARY
GAPS!
 In this activity, students will complete
the item related to evolution by filling in
the missing words.
1. _ h e _
2. S _ _ c _
3. c h _ _ l _ s _AR
4. S _ _ _ _ _ _ _ T
5. S U _ V I _ _ L
Questions:
66 million - 23 million
o What observations or insights can
years ago

you share about our topic? What

stood out to you the most?
Questions:
66 million - 23 million
o How can you use the examples in the
years ago

activity to explain why some species

survive while others don’t?
Questions:
66 million - 23 million
o What insights or connections did you
years ago

make while completing the activity?

evolution
through
natural
process
prepared by: Anaflor
Pagpaguitan
 lEARNING
oBJECTIVES:
At the end of the
lessons, the students
are able to:
·Explain the concept
of evolution and its
occurrence through
natural selection.
 lEARNING
oBJECTIVES:
·Appreciate the
significance of
evolution in
understanding
biodiversity and the
interconnectedness of
species.
 lEARNING
oBJECTIVES:
Students will
manipulate models
of Darwin's finches
to identify and
analyze the
observed patterns
of evolution.
 Activity 2
"Survival of the
Fittest: Quick
Selection Game"
Favorable vs. Unfavorable
Favorable Traits (fast,
66 million - 23 million
years ago
strong,
adaptable, camouflage, sharp vision,
resourceful) and Unfavorable Traits
(slow, weak, clumsy, noticeable, poor
vision, wasteful).
Favorable vs. Unfavorable
If you choose favorable stand up, if
66 million - 23 million
years ago
you choose unfavorable remain sit
down to your chair.
are you ready?
Level 1: “The forest is
getting darker; only animals
with sharp vision can
survive.”
are you ready?
OWL
SLOTH
CHAMELEON
 Level 2: “Predators are
hunting; animals with
camouflage or speed have
a better chance to live.”
Leaf-tailed
geckos
continuation:

Leaf-tailed
geckos
arctic fox
Guide Questions:

a)“What does this

activity tell us about
how evolution works?”
Guide Questions:

b)“Why do organisms
with favorable traits
tend to survive and
reproduce?”
EVOLUTION
Merriam-Webster defines evolution as
"the process by which new species or
populations of living things develop
from pre-existing forms through
successive generations. Our planet's
biodiversity is huge and extensive,
and evolution is a major biological
theory that was proposed in order to
explain how there seems to be infinite
HOW THE THEORY
OF EVOLUTION
ITSELF EVOLVED?
 Humans have been trying
to explain the origin of our
world since the beginning of
time. Each culture and religion
have its own creation myth,
some depicted below:
·Christianity, Judaism,
and Islam have the
Genesis story
·Hinduism has Brahma
creating the universe from
himself
·The Greeks with their tales
about Gaea, the Titans, and
the Olympians
 There's even the story of
Noah's Ark, which church
leaders looked to in explaining
why some species are still on
Earth, and why some have
vanished.
 It was the Greeks who first wrote
down their ideas, with the
philosophers Anaximander and
Empedocles. Anaximander proposed
that animals could transform from
one kind to another; Empedocles on
the other hand thought that animals
were combinations of different parts.
 But it was only around the 18th
century that these ideas were
again revisited due to the
intellectual movement of The
Enlightenment. This era
emphasized that through using
human reasoning, the world can
be improved.
French philosopher and
biologist Pierre-Louis
Moreau de Maupertuis
had his theory of origins,
which proposed
spontaneous generation
(living things developing
from nonliving) and
extinction (the dying out
of species).
Another Frenchman,
naturalist Georges-Louis
Leclerc considered but
ultimately rejected the
idea of several species
having a common
ancestor. He believed in
the idea of spontaneous
generation from organic
molecules.
Charles Darwin's own grandfather
Erasmus Darwin published his own
speculations on evolution in his
book Zoonomia. Swedish botanist
Carolus Linnaeus observed that
there was variation among species
and used this to create his
taxonomy, a classification system
we still use for organisms.
Erasmus Darwin Carolus Linnaeu
The 18th century showed that
scientific minds were examining and
observing how organisms came to
be, and why there is variation. But
these were just ideas, more on
origin; actual theories on evolution
only came about during the 19th
century.
 THE THEORY OF
INHERITANCE OF
ACQUIRED
CHARACTERISTICS OF
LAMARCKISM
In 1801, French
naturalist Jean-Baptiste
de Monet, chevalier de
Lamarck presented his
theory on evolution: he
proposed that
organisms evolve
through time, from
being lower forms to
Characteristics that are
needed are used often
and thus will be passed
on to the next
generations; those
disused will eventually
be forgotten and not
passed. This was
Lamarck's theory on
He used the following examples to
prove his theory:

·Elephant trunks - believed elephants

used to have short trunks, but since
they could not reach water nor food
with these short trunks, elephants
then felt the need to stretch their
trunks. As the longer trunks were
needed for use, this trait was then
inherited by the next generations.
·Human body parts - Lamarck also
pointed out that body parts that
are no longer used or needed are
disappearing, like the appendix.
Eventually, people will be born
without these body parts.
·Human body parts - Lamarck also
pointed out that body parts that
are no longer used or needed are
disappearing, like the appendix.
Eventually, people will be born
without these body parts.
·Giraffe necks -Just like with
elephants, he believed giraffes
had to stretch their originally
short neck in order to reach food.
Then the next generations
inherited these long necks.
THE THEORY OF
EVOLUTION BY
NATURAL
SELECTION
Charles Darwin, a 19th
century English
naturalist, proposed in
his book On the Origin of
Species that organisms
evolve through natural
selection. He published
his findings from his
five-year travel through
the flora, fauna, and
fossils he observed in
He argued that
organisms change over
time to adapt to
environmental changes,
and that the physical
and behavioral traits
that best ensure survival
will be the ones
inherited by the next
generation. The phrase
"survival of the fittest"
The theory of evolution relies on
the idea of interrelatedness of
species. It also relies on the
premise that there should be
genetic variation (differences in the
genes) in the physical
characteristics of a species.
·Those in the population that barely
adapt to their environment are less
likely to survive and reproduce, so
the likelihood of these "weak"
genes being passed down are low.
·Those in the population that have
the favored traits know how to
survive, can adapt, know how to
find food, can avoid predators, and
resist disease - are the ones most
likely to survive, reproduce, and
thus pass on these strong genes to
the next generation.
As those with the favored
traits live on, reproducing and
surviving, the species will
gradually evolve over each
succeeding generation.
Darwin saw patterns, and provided
these examples to support his theory:

One of the giant sloths, now in the Natural History

Ancestr Modern
Sloths
Fossil bones from
large extinct
animals in
Argentina
1.Darwin discovered the remains of
what seemed to be giant sloths, an
extinct horse, an extinct camel, and
what looked to be an armadillo. He
had seen the modern counterparts of
these fossils, and these fossil
findings helped develop his ideas on
evolution.
Galapagos Islands
observations on
finches
When his travels took him to the islands of
Ecuador, Darwin observed 13 species of
finches. He concluded that one finch
species was the original, coming from
South America. Different species emerged
throughout the next generations,
accumulating and then retaining
advantageous traits that is a variation in
the beaks of the finches according to their
diet.
This process of one common
ancestor evolving to multiple forms
in order to adapt to a diverse
environment and its sources is now
called adaptive radiation.
Darwin's observations on the beaks of the
finches according to their diet included the
following:

Ø Slender beaks for catching small insects with

wings
Ø Curved parrot-like beaks for crushing nuts or
on insects like beetles
Ø Strong beaks that pick up sticks to poke
insects from trees
ØLong straight beaks for getting nectar out of
 Activity Title:
"Biodiversity Web:
Connecting Species"
 Objective:
Appreciate the significance of
evolution in understanding
biodiversity and the
interconnectedness of
species.
Mechanics: Provide students
with a simple diagram of a
biodiversity web, showing
different species (e.g., plants,
animals, microorganisms) and
their relationships.
Forest
Plants need sunlight to perform
photosynthesis, which produces the energy
they need to grow, and they are essential to
organisms as they provide oxygen and food
for other living beings.
Symbiotic Relationship
 The anemone and clownfish
have a mutualistic symbiotic
relationship where the
clownfish gets protection
from predators by living in
the anemone’s tentacles,
while the clownfish helps
keep the anemone clean by
removing debris and provides
nutrients through its waste.
 Students will
answer the
following questions
and share it into
the class:
 1.How are the different
species in the biodiversity
web connected to each
other? Can you identify any
direct relationships between
specific species?
 2. What would happen to the
biodiversity web if one species
were removed or became
extinct? How would this affect
the other species in the web?
 Instructions: Choose the
correct answer that best
explains the concept of
evolution and its occurrence
through natural selection.
 1.Which of the following best defines evolution?

a) The process by which species remain

unchanged over time
b) The process by which new species develop from
pre-existing species through gradual changes
c) The sudden appearance of new species without
any gradual changes
d) The theory that all species were created at the
same time and never change
2. What is natural selection?

a) The process by which organisms are randomly

selected to survive
b) The survival and reproduction of organisms with
traits best suited to their environment
c) The creation of new species through genetic
mutation alone
d) The elimination of all traits that do not improve
survival
3.How does genetic variation play a role in natural
selection?

a) It helps organisms adapt by making all

members of a species identical
b) It allows some organisms to have advantageous
traits that improve survival
c) It makes all individuals in a population equally
suited to their environment
d) It has no role in the process of evolution or
survival
4. Which of the following is an example of natural
selection?

a) A giraffe's neck becoming longer because it

stretches to reach food
b) A species of birds developing stronger wings to
fly faster
c) A plant's roots growing deeper because the soil
is drier
d) A population of moths changing color to better
blend with tree bark
Assignment: "Tracing
Patterns of Evolution:
Darwin'sFinches"
 Objective: Students
will manipulate models
of Darwin's finches to
identify and analyze
the observed patterns
of evolution.
• Identify patterns
in the finches'
beak shapes.
• Match the beak
shapes to the
types of food they
consume (e.g.,
seeds, insects).
(5pts)
Answer the following questions. Use a
separate sheet of paper.

1. Which species has a beak that pulls

insects hidden in tree barks?
2. Which species pick up seeds from the
ground?
3. Which species get nectar from cactus
plants?
4. Which species are fruit eaters?
5. What can you infer about the diets of the large-
billed finches?
6. What can you infer about the diets of the
smaller billed finches?
7-8. Darwin took note of the variety of beak sizes
and shapes of the finches. What was his prediction
for these changes? From where and how did they
come about?
9-10. Supposing a weather change happened, and
the amount of vegetation available to the finches
was altered. What could be the consequences?
How will a weather change affect the diet and
population of finches in the Galapagos?
Thank You
For
Listening