Abra High School FIRST SEMESTER

SENIOR HIGH SCHOOL QUARTER 1

Bangued 2800, Abra WEEKS 5 - 6

LESSON 9: Systematics Based on Evolutionary Relationships:Tree of Life

Objectives:
• describe the multiple lines of evidence used to infer evolutionary relatedness;
• discuss how anatomical, developmental and relatedness in DNA sequences are used as
evidence to infer the relatedness of taxa; and
• explain that classification is based on evolutionary relatedness.

Review. Answer the following questions.

1. What makes you unique and what makes you similar? Compare your physical attributes to
that of your siblings, mother or father.
SIMILARITIES UNIQUE FEATURES
Mother
1.
2.
Father
1.
2.
Siblings
1.
2.

PRESENTATION DISCUSSION

BRIEF INTRODUCTION

Lines of evidence to infer evolutionary relationships:

1. Biogeograpgy – the geographic distribution of species in time and space as influenced by many
factors, including Continental Drift and log distance dispersal. The modern field of biogeography
revolves around the study of species distribution across the planet, and hy such a distribution
should exist.
2. Fossil Record/evidence – Changes in species distribution over time are very clear in the fossil
record; as the dating of fossil, or at the very least, its surroundings, is possible.
3. Homologies – Similar characters due to relatedness are known as homologies. Homologies can
be revealed by comparing the anatomies of different living things, looking at cellular similarities
and differences, studying embryological development, and studying vestigial structures with
individual organisms.
Each leaf has a different shape and function, yet all homologous structures, derived from
common ancestral form. The pitcher plant and Venus’ flytrap use leaves to trap and digest insects.
The bright red leaves of the poinsettia look like flower petals. The cactus leaves are modified into
small spines which reduce water loss and can protect the cactus from herbivores.
Another example of homology is the forelimbs of the tetrapods (vertebrates with legs).
Frogs, birds, rabbits and lizards all have different forelimbs all share the same set of bones - the
humerus, the radius, and the ulna. These are the same bones seen in fossils of the extinct
transitional animal, Eusthenopteron, which demonstrates their common ancestry.

Organisms that are closely related to one another share many anatomical similarities.
Sometimes the similarities are conspicuous, as between crocodiles and alligators, but in other cases
considerable study is needed for a full appreciation of relationships.

General Biology 2 – Specialized Subject for Grade 11 STEM, Developed & Contextualized by:Maricar R. Suson
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 Abra High School FIRST SEMESTER
SENIOR HIGH SCHOOL QUARTER 1
Bangued 2800, Abra WEEKS 5 - 6

Developmental biology (embryology, similarity,

and vestigial structures) - Studying the
embryological development of living things
provides clues to the evolution of present-day
organisms. During some stages of development,
organisms exhibit ancestral features in whole or
incomplete form.

4. Molecular clocks help track evolutionary time – The base sequences of some regions of DNA
change at a rate consistent enough to allow dating of episodes in past evolution. Other genes change
in a less predictable way.

Classification is linked to Phylogeny.

5. Phylogenetic trees are used by Biologists for many purposes including:

I. Testing hypotheses about evolution
II. Learning about the characteristics of extinct species and ancestral lineages
III. Classifying organisms
The connection between classification and phylogeny is that hierarchical classification is
reflected in the progressively finer branching of phylogenetic trees. The branching patterns in some
cases match the hierarchical classification of groups nested within more inclusive groups. In other
situations, however, certain similarities among organisms may lead taxonomists to place a species
within a group of organisms (for example genus or family) other than the group to which it is closely
related. If systematists conclude that such mistake has occurred, the organism may be reclassified
(that is placed in a different genus or family) to accurately reflect its evolutionary history.

NOTE: Please refer these two images from

“cladogram” your respective GC for clearer view.

ACTIVITIES

I. ESSAY: Answer the following question in 3-5 sentences only:

1. Why do biologists use phylogenetic tree in classifying organisms?

II. Fill-in the Graphic organizer with the Lines of evidence to infer revolutionary relationships.

General Biology 2 – Specialized Subject for Grade 11 STEM, Developed & Contextualized by:Maricar R. Suson
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 Abra High School FIRST SEMESTER
SENIOR HIGH SCHOOL QUARTER 1
Bangued 2800, Abra WEEKS 5 - 6

LESSON 10: Systematics Based on Evolutionary Relationships:Taxonomy

Objectives:
• describe the Linnaean system of classification;
• classify organisms into a hierarchy; and
• construct and use organizers for identification of systems’ classification of organisms.

Pre-Activity. Answer the following questions.

Given below are groups of living things. Circle the living thing that is most different in terms of
characteristic features.

1. hen, pigeon, ricebird, turkey, duck, crocodile

2. millipede, earthworm, fly, centipede, spider, ant
3. milkfish, frog, butterfly, crocodile, cat
4. mushroom, alga, moss, fern, pine, grass
5. bat, elephant, monkey, frog, tarsier
Discussion and Presentation

BRIEF INTRODUCTION

Carolus Linnaeus as a Swedish botanist and a medical doctor who in the 18th century had published
180 books that describe plant species in detail. In 1735, Linnaeus published a book entitled “Systema
Naturae” that introduced the scheme of classifying living things based on structural characteristics. His
scheme known as the Linnean System was widely accepted during his time and is still used today as the
basic framework in the field of taxonomy.

Linnaeus introduced the hierarchical classification of living things by level staring from the
broadest to most specific: kingdom; phylum or division; class; order; family; genus; and species.
According to Linnaeus, classifying living things by level ill reflect the degree of kinship among organisms.

Kingdom is the highest and most comprehensive level of classifcation. Phylum is a group of
related classes. Class is a group of related orders. Order is a group of related families. Family is a goruip

General Biology 2 – Specialized Subject for Grade 11 STEM, Developed & Contextualized by:Maricar R. Suson
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 Abra High School FIRST SEMESTER
SENIOR HIGH SCHOOL QUARTER 1
Bangued 2800, Abra WEEKS 5 - 6

of related genera. Genus is a group of related species. Species is a group of similar individuals capable
interbreeding to produce fertile offspring.

Binomial Nomenclature is the formal system of giving living things two names. This is done by
combining two levels of classification – the genus and the species levels. Both names are in Latin.
Scientists speak the same language when referring to living things. Thus, the binomial forms the
organism’s scientific name that is alays written in italics (underlined if handwritten). Genus is capitalized
and the species name is lowercase. Example: Homo sapiens is the proper format in wrting man’s scientific
name.

SCHEMES OF CLASSIFICATION

During the time of Linnaeus(18th century), living things fall to any one of the two existing kingdoms
– Plantae and Animalia (Latin terms for plants and animals). Ith this system, Linnaeus had encountered
difficultiesin fitting mushroom and Euglena into the two kingdoms, Mushroom is plant-like in appearance,
but obviously is not green in color. Likewise, Euglena can photosynthesize like plants, but obviously are
mobile-like animals.

In 1969, Robert H. Whittaker introduced the five-kingdom scheme of classification: Plantae,

Animalia, Fungi, Protista, and Monera. The sysytem as used for more than three decades.

In 1990, the three-domain system was introduced by Carl Woese. Domain (also called super
kingdom) is a classification level higher than the kingdom level. The three-domain systems are: Archaea,
Bacteria, and Eukaryota. The reason for such groupings is because scientists discovered that the
microorganisms belong to Archaea are genetically and metabolically different from Bacteria. Thus, the
scheme recognizes the separation of prokaryotes into two groups – Bacteria (Eubacteria) and Archaea
(Archaebacteria).

Presently,there are four competing classification of life:The three-domain system of Carl Woese:

Archaea, Eubacteria, and Eukaryota; the two empire system: Prokaryota and Eukaryota empires; the five-
kingdom system: Monera, Protista, Fungi, Plantae, and Animalia; and the six–kingdon system:
Archaeabacteria, Monera, Protistea, Fungi, Plantae, and Animalia.

ACTIVITIES

Activity 1.

1. With the hierarchical classification of living things introduced by Carolus Linnaeus, show how you
classify living things by level starting from the broadest to most specific through the use of a
graphic organizer.

NOTE: RUBRIC for this activity will be sent to your respective GC for scoring and reference.

Enhancement Activity:

1. Give a brief description of what is being asked on the table below and paste a (one) picture of
each. Accomplish this on a sheet of paper.

Domain Prokarya Description Picture

General Biology 2 – Specialized Subject for Grade 11 STEM, Developed & Contextualized by:Maricar R. Suson
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 Abra High School FIRST SEMESTER
SENIOR HIGH SCHOOL QUARTER 1
Bangued 2800, Abra WEEKS 5 - 6

1. Kingdom Eubacteria
2. Kingdom
Archaebacteria
Domain Eukarya
1. Kingdom Protista
2. Kingdom Fungi
3. Kingdom Plantae
4. Kingdom Animalia

LESSON 11: Systematics Based on Evolutionary Relationships:Cladistics

and Phylogeny
Objectives:
• demonstrate how shared derived characters can be used to reveal
degrees of relationship; and
• build a cladogram to infer evolutionary relatedness.

Pre-Activity. Answer the following questions.

1. Do you remember the last time you had a family reunion? A summer vacation or a family
barbecue and the latest family picture taken together? Can you describe your family members?
What makes you similar to them and what makes you unique?”
2. List characteristics or features that served as evidences (e.g. morphological, genetic, etc.)
that indeed they belong to the same family. Note as many as they can think of.
Example:
Family Color of Hair Blood Height Shape of Shape of Skin
Members the Eyes texture/Color Type the Nose the face Color
Father Brown Black B+ 5’7 flat Round Brown
Straight

DISCUSSION AND PRESENTATION

BRIEF INTRODUCTION

Basically, a family picture represents a family tree. Family trees show how people are
related to each other. Similarly, scientists use phylogenetic trees like cladograms to study the
relationships among organisms. Sometimes, family trees are used to show relationships
between individuals. Those who are closely related are located closer together than those who
are only distantly related. For instance, in a family tree, we can see that the siblings are close
together, indicating a close genetic relationship. But the siblings are far from their great aunt,
indicating a more distant genetic relationship. Family trees can also be used to see ancestral
connections. That is, we can see that all the people in the last generation have the same great-
great-grandparents in common.

General Biology 2 – Specialized Subject for Grade 11 STEM, Developed & Contextualized by:Maricar R. Suson
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 Abra High School FIRST SEMESTER
SENIOR HIGH SCHOOL QUARTER 1
Bangued 2800, Abra WEEKS 5 - 6

ACTIVITIES

Activity 1
1. Choose any vertebrates and Create phylogenetic tree showing their evolutionary
relationships. This tree should be primarily based on physical characteristics, such as:
SCORING/RUBRIC:
I. Presence or absence of a backbone (10pts)
II. Ability to breathe in air or water (10pts)
III. Cold or warm blooded (10pts)
IV. Carnivore, herbivore, or omnivore (10pts)
V. Presence or absence of hair/fur (5pts)
VI. Any other external structures such as horns (5pts)
2. Research on the internet on the sample of Phylogenic Tree. TOTAL 50 pts.

Enhancement Activity

Conduct an innovative project manifesting respect for other organisms. You must be able to
show appreciation for their value and usefulness. Your project or activity may be presented in the form
of broadcasting, newsletter, or role-play. Your performance will be graded and should:
1. Be community-based; - 40%
2. Be innovative; - 30%
3. Be comprehensive; - 15%
4. Manifest respect for others and appreciation for their usefulness - 15%
TOTAL 100%

General Biology 2 – Specialized Subject for Grade 11 STEM, Developed & Contextualized by:Maricar R. Suson
6
 Abra High School FIRST SEMESTER
SENIOR HIGH SCHOOL QUARTER 1
Bangued 2800, Abra WEEKS 5 - 6

General Biology 2 – Specialized Subject for Grade 11 STEM, Developed & Contextualized by:Maricar R. Suson
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