Senior High School

Earth and Life Science

Quarter 2 - Module 13
The Process of Evolution
Earth and Life Science
Alternative Delivery Mode
Quarter 2- Module 13: The Process of Evolution
First Edition, 2020

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 Senior
Senior High
High School
School

Earth and Life

Science
Quarter 2- Module 13
The Process of Evolution

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 Table of Contents

What This Module is About .................................................................................... i

What I Need to Know ............................................................................................. i
How to Learn from this Module ............................................................................. ii
Icons of this Module .............................................................................................. iii

What I Know ........................................................................................................ .iii

Lesson 1:
Mechanisms of Change
What I Need to Know ....................................................................... 1
What’s In…………………………………………………………………...1
What’s New: Learning Activity 1: Jumbled Words… ......................... 2
What Is It.......................................................................................... 2
What’s More: Learning Activity 2: Will Survive!… ............................. 4
What I Have Learned: Learning Activity 3: Synthesizing
your Learning ................................................................................... 5
What I Can Do: Learning Activity 4: Poster Making .......................... 6

Lesson 2:
Evolutionary Relationship
What’s In .......................................................................................... 7
What I Need to Know ....................................................................... 7
What’s New: Learning Activity 5: Homologous……………………… 8
What Is It: ...................................................................................... 9
What’s More: Learning Activity 6: Analogous .................................. 9
What Is It……………………………………………………………….... 10
What I Have Learned: Learning Activity 7: Exit ticket ……………… 12
What I Can Do: Learning Activity 8: Evolutionary Relationships ..... . 13

Summary…………………………………………………………………………………. 14
Assessment: (Post-Test) ……………………………………………………………… 15
Key to Answers ................................................................................................... 16
References ......................................................................................................... 19
What This Module is About

How do species change over geologic time? A species may be a population of

plants or animals which will breed to supply offspring then produce offspring
themselves. The cause that species (populations of different organisms) to arise,
adapt to the environment, and become extinct is due to the process of evolution that
involves a series of natural changes. These are the species of organisms that have
originated through the process of biological evolution.

This module will show you some very interesting topics about life that may
surprise you as we go on to the lesson. The module will also explain how populations
of organisms have changed over time, showing patterns of descent modification from
common ancestors to produce the organismal diversity observed today. You will
explore activities that answer your queries about evolution and be familiar with the
present system of classification of organisms based on evolutionary relationships.

This module will help you explore the key concepts on topics that will help you
answer the questions pertaining to the process of evolution. You will learn more about
how the population of organisms has changed and continue to change over time, and
its evolutionary relationships. Hopefully, you will appreciate evolution that helps us
solve biological problems that impact our lives. This allows scientists to choose
appropriate organisms for the study of diseases.

The following are the lessons contained in this module:

1. Mechanisms of Change;
2. Evolutionary Relationships.

What I Need to Know

After going through this module, you are expected to:

1. explain how populations of organisms have changed and continue to

change over time showing patterns of descent with modification from
common ancestors to produce the organismal diversity observed
today. (S11/12LT -IVfg-26)

2. describe how the present system of classification of organisms is

based on evolutionary relationships. (S11/12LT -IVfg-27)

i
How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that

Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

ii
 What I Know
Pre-Test
Directions: Read and understand each item and choose the letter of the
best answer. Write your answer on a separate sheet of paper.

1. Who was the BEST known for making the thought of evolution acceptable for
scientist in the 19th century?
A. Alfred Wallace C. James Hutton
B. Charles Darwin D. All the above

2.Who developed the theory of evolution by natural selection?

A. Charles Darwin and Alfred Wallace
B. Charles Lyell and Charles Darwin
C. Charles Lyell and James Hutton
D. Erasmus Darwin and Lamarck

3. Which phrase BEST defines evolution by natural selection?

A. Changes during a species because it becomes more perfect
B. A sudden replacement of one population by another
C. An adaptation of a species to its environment
D. A process of change in species over time

4. Which of the following BEST describes a phylogenetic tree that is ʺrootedʺ?

A. It indicates our uncertainty about the evolutionary relationships of the taxa
depicted on the tree.
B. At whose base is found the common ancestor of all taxa depicted thereon
tree.
C. It illustrates the rampant gene swapping that occurred early in life’s history
D. It extends back to the origin of life on Earth.

5. Which of the following is NOT an example of physical adaptations traits by natural

selection?
A. Color B. Camouflage C. Migration D. Mimicry

6. Which of the following pair is BEST example of homologous structures?

A. bat forelimb and bird wing C. owl wing and hornet wing
B. bat wing and human hand D. porcupine quill and cactus spine

7. Which of the following pair is an example of analogous structure?

A. front flippers of whales and forelegs of dog C. tail of monkeys and cats
B. grasshopper leg and the sea star arm D. bat and bird wings

8. When using a cladistic approach to systematics, which of the following is considered

MOST important for classification?
A. analogous primitive characters
B. the number of homoplasies
C. shared primitive characters
D. shared derived characters

iii
9. Which pair is an example of homologous structure?
A. front flippers of whales and forelegs of dog
B. grasshopper leg and the sea star arm
C. dragon fly wing and butterfly wing
D. bird and bat wing

10. Which of the following result to change of DNA sequence?

A. genetic drift B. migration C. mutation D. natural selection

iv
 Lesson Mechanisms of Change
1
What I Need to Know

What is evolution? Evolution is a key unifying principle in biology. What are the
indications that show evolution has taken place in the past and is still happening
today? The evidence for evolution is compelling and extensive that has been gathered
supporting the theory of evolution. According to Charles Darwin on his book published
in 1895, the Origin of Species, to identifying patterns in nature that were consistent
with evolution.

Let us discover how the population of organisms changed over time through
descent with modification. This is possible through what we call evolution. Henceforth,
evolution can be defined as descent with modification from common ancestor. But
what is exactly being modified?

What’s In

Let us recall first the lessons you have learned from Module 12 about
the Organ Systems. Different organisms able to grow and develop physically through
the coordinated functions of the organ systems. Each organ system composed of vital
organs to perform specific job for the organism to survive. Food and nutrition are also
necessary for the organ systems to go through whatever functions they do. Physical
changes or the phenotypes are much observable if there is a coordinated function of
the systems. With these, continuous changes and modification of life-forms are also
possible.

Incredible number of organisms are found on Earth. Maybe, some are not yet
studied by science. The diverse lifeforms are results of a complex process called
evolution. Thus, in Lesson 1 of this module, the mechanisms of change like mutation,
migration, genetic drift, and natural selection will be discussed for you to understand
the evolutionary processes that give rise to biodiversity.

1
 What’s New

Learning Activity 1: Jumbled Words

Directions: Arrange the jumbled word/s to identify the following in
relation to the mechanisms of change. Use separate sheet
of paper in answering this activity.

1.heritable change of
characteristics of biological TIONLUEVO
populations over successive
generations
2.evidences for common descent SSSFOIL
3.change in DNA sequence TINOUMATTINO
4. movement of organisms from
one place to another IMINOTRAG
5. chance changes from generation TICNGEE FDIRT
to generation
6. populations of living organisms L A A N U R T N I T O E E S
adapt and change L
7.increases fitness and ability to NITTAOAAPD
survive and reproduce
8.characteristcs influenced by LHEEIRATB
genes and pass to generation

Did you enjoy your task? How was It? Let us make learning fun. Now,
proceed to the next icon so that your understanding will be deepen.

What Is It

Earth is packed with incredible number of organisms, though, others are not yet
catalogued by science. The diversity of life on Earth is a result of evolution.
Evolutionary processes give rise to changes in the heritable traits of biological
populations over time. One of the common evidences that shows the evolutionary trait
is the fossil.

Evolution is defined as modification of lineage from common ancestor. This

modification occurs when there is a change in gene frequency within a population over
time. Thus, genetic differences occur which are heritable and can be passed on to the
next generation. This is what really matters when we talk about evolution, the long-
term change. Let us now discuss the mechanisms of change.

2
Mechanisms of Change

• Mutation is a mechanism in which DNA sequence will change. The DNA

sequence may mutate during cell division because of the following factors:
exposure to ionizing radiation, exposure to chemicals called mutagens, or
infection by viruses. The mutations happen in the eggs and sperm that can be
passed on to offspring.
• Migration takes place when some individuals from a population might have
joined another population. There is a period of animal’s life cycle when animals
move from one place to another. There are several reasons why animals
migrate such as: reproduction habitat, deterioration of environment, availability
of food supply, and even due to hormonal and behavioral changes may lead to
migration of some animals.
• Genetic drift is a chance changes from generation to generation due to survival
of the strongest offspring.
• Natural selection is a process that results in some plants and animals with
certain characteristics being better adjusted than others to their natural
environment. A characteristic that is influenced by genes and passed from
parents to offspring is called heritable. Heritable adaptive characteristics
become more common in a population in many generations; this process is
called evolution by natural selection. Adaptation within a population leads
to evolution by natural selection. Those animals and plants then have a higher
chance to reproduce, survive, and increase their population more than the ones
that are less adapted to their environment. The better-adapted animals and
plants are, therefore, able to pass on their advantageous characteristics at their
offspring through inheritance. Adaptation is any characteristic that increases
fitness as defined because it can survive and reproduce.

There are two co-discoverers of natural selection, Alfred Wallace and

Charles Darwin. Darwin is the principal theorist of the notion whose most
famous work on the topic is On the Origin of Species in 1859. Below are
examples of organisms that survive through evolution by natural selection and
adaptation.

Figure 1. A deer mouse Peromyscus Figure 2: wild frog

maniculatus Source:
https://www.petmd.com/reptile/nutrition/w
hat-feed-your-frog

3
 What’s More

Learning Activity 2: Will Survive!

Objectives: At the end of this activity, the students will be able to:
1. understand evolution by natural selection; and
2. identify characteristic of a mice that shows adaptation.

Materials Needed: pencils and worksheet.

Procedure:

A B C

Figure 3 Population of mice in different areas A, B, and C

1. Describe what is happening in figures A, B, and C.

_______________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

2. Is the population of mice different in figure C than in figure B? Explain why.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. What characteristic of the mice shows adaptation?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

4
 What I Have Learned

Learning Activity 3: Synthesizing Your Learning

Directions: Answer the following questions based on your learning. Be

brief and concise. Use separate of paper for this activity.

1. Why does a characteristic of an animal help them to live longer that tend to become
more common in the population as a result of evolution by natural selection?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
____________________________________________________________

2. Wolves have genes that give them a very powerful sense of smell much more
powerful than humans, this is an adaptation by natural selection. The wolves that
reproduced more offspring with a better sense of smell thereby increasing the
frequency of those genes in the population that survived longer. Give an example of
adaptations in other organisms that may have resulted from variations that were
favored by natural selection.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________________________________________

3. There is a population of a polar bears with thin and thick fur. In cold weather, polar
bears with thin fur do not survive as long because they freeze. In warm weather,
polar bears with thick fur don’t do as well because they overheat.

a) In a very cold climate, which type of polar bear will natural selection favor: bears
with thin fur or thick fur?

b) Why did you make that prediction?

c) If the climate gets very hot due to global warming, which type of bear will natural
selection favor: thin or thick fur?

d) Why did you make that prediction?

5
 What I Can Do
Learning Activity 4: Poster Making

Directions: Make a poster showing the interrelationships among the

mechanisms of change or evolution. Use long bond paper and any
medium of coloring materials. Refer to the rubrics as your guide on how
to go about this task.
Criteria 5 4 3 2 1
Content Accurate Accurate but Accurate but Either Inaccurate.
(information and all some some questionable Information
is appropriate required required required or is
to assigned information information information is incomplete. incomplete,
topic). is presented is missing missing Information inaccurate,
in a logical and/or not and/or not is not or not
order. presented in presented in presented in presented
a logical a logical a logical in a logical
order but is order, making order, order,
still generally it difficult to making it making it
easy to follow. difficult to difficult to
follow. follow. follow.
Presentation Very neat, Neat, clean, Neat and Somehow No thought
Poster is clean, well- with clean with shows of
clean, neat, organized organized organized thought of information
and creative. and information information information and
presented in and some with less creativity
a creative degree of creativity
way. creativity.

Overall Fulfills all Fulfills at Fulfills the Fulfills as No effort

Presentation requirements least one of task with less requirement shown
The poster of the task the effort in making
fulfills all and requirements the assigned
requirements represents of the task task
of the the student’s and shows
assignment full potential. honest effort
and shows to complete
the student’s the task
full potential.

6
 Lesson Evolutionary Relationship
2
What’s In

. In the previous lesson, you have learned about how organisms change over
time. This new lesson will guide you about the classification of organisms based on
evolutionary relationships. How do we classify organisms based on evolutionary
relationships in the present time? Scientists can build trees to show the evolutionary
relationships of species as a representation of classifying organisms based on
evolutionary relationships, just like you can build a family tree to show the relationships
of your ancestors and their descendants.

What I Need to Know

How do we know which organisms on a tree are most closely related to one
another? It is tempting to focus on the order of the branch tips on a tree in which
lineage goes to the right and which goes to the left, but in fact, this ordering is not
meaningful at all. Instead, the common ancestry is the key to understanding
evolutionary relationships. As shown in the figure below, common ancestry refers to
the fact that distinct descendent lineages have the same ancestral lineage in common
with one another.

Figure 4: descendent lineage that represents common ancestry

7
 What’s New

Learning Activity 5: HOMOLOGOUS

Objectives: At the end of this activity, the students will be able to:

✓ define homologous structure; and

✓ examine the bone structure and give its function.

Materials Needed: pencils and worksheet.

Procedure:

A. Carefully examine the structure of the bones shown in Fig.5. Look for
similarities among the various animals.

Figure5: The similar construction of these appendages indicates that these

organisms share a common ancestor.

B. Answer the following items and questions below:

1. Describe the function of each structure below.

ANIMAL FUNCTION OF STRUCTURE

HUMAN
DOG
DOLPHIN
BAT

8
2. Are the bones in each animal arranged accordingly?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. Does the structure have the same function in each animal?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

What is It

This type of evidence for evolution is the presence of structures in organisms

that share the same basic form. For example, the bones in the appendages of a
human, dog, dolphin, and bat all share the same overall construction (Figure 5)
resulting from their origin in the appendages of a common ancestor. Nevertheless,
they have somewhat different forms and functions they are called HOMOLOGOUS
STRUCTURE. However, ANALOGOUS STRUCTURE means unrelated animals have
organs with similar functions, yet are very different in structure and form.

What’s More

Learning Activity 6: ANALOGOUS

Objectives: At the end of this activity, the students will be able to:

✓ define analogous structure; and

✓ examine the bird and butterfly wing and give its function.

Materials Needed: pencils and worksheet.

Procedure:
1. Examine the birds' wing and butterfly wing as shown in Figure 6.

Fig: 6. A butterfly and bird wing

9
 1. What function do these structures share?
______________________________________________________________
______________________________________________________________
______________________________________________________________

2. How are these structures different?

______________________________________________________________
______________________________________________________________
______________________________________________________________

Guide Questions:

1. List two structures (not from figure 2) that you think are analogous and explain
why.

______________________________________________________________
______________________________________________________________

2. Explain the evolutionary relationship between the flipper of a whale and the fin of a
fish.

______________________________________________________________
_____________________________________________________________

The activity mentioned above leads you to understand homologous and

analogous, one of the evidences of the evolutionary processes. Structure in figure 6
have the same basic limb layout and these belong to the homologous group that is
inherited from common ancestors. These have structures from different species that
have a similar internal framework, position, and embryonic development. On the other
means, analogous have structurally different but functionally the same as birds, bats,
and insects.

What Is It

The study of the relationships of organisms including collection, preservation,

study of specimens, and analysis of data provided by various areas of science is called
taxonomy. Moreover, in scientific terms, the evolutionary history and relationship of
an organism or group of organisms are called phylogeny. Phylogeny describes the
relationships of an organism, such as from which species it is most closely related,
and which organisms it is thought to have evolved. It also provides information on
shared ancestry but not necessarily on how organisms are similar or different.
Therefore, phylogeny is the study of determining evolutionary relationships or patterns
of the descent of organisms. Through evolution or simply change over time, all the
species of organisms that are alive today have descended from ancestral species. The
evolutionary relationships of ancestral species and their descendants can be
diagrammed using branching evolutionary trees. An evolutionary tree indicates which
ancestors gave rise to which descendants, just like making a family tree.

10
 Figure 7: Classification Hierarchy of Organisms

How do scientists construct phylogenetic trees? After the analogous and

homologous traits are sorted, scientists often organize the homologous traits using a
system called cladistics. Cladistics sorts organisms into clades, a group of organisms
that descended from a single ancestor.
Modern classification is based on evolutionary relationships called
Systematic/Cladistics. Cladistics is a classification based on common ancestry.
Phylogeny is the evolutionary history for a group of species, evidence from species,
the fossil record, and molecular data shown with branching tree diagrams.

What is a cladogram? A cladogram is a diagram that describes evolutionary

relationships among groups. It is based on phylogeny which is the study of
evolutionary relationships. Sometimes a phylogenetic tree is also called cladogram
though there are minor differences between the two. Biologists would group organisms
based on their physical appearance. This strategy is called evolutionary classification
cladistics through the advances in genetics and biochemistry. This form of analysis
which newer features that serve some kind of purpose and features organisms that
are considered innovation.

11
 Figure 8: Cladogram that describes evolutionary relationship among group of species

The important factor that the organisms in the clade or monophyletic group
stem from a single point on the tree are through varying the size of a clade depending
on which branch point is being referenced. The term monophyletic breaks down into
“mono,” meaning one, and “phyletic,” meaning evolutionary relationship.

What I Have Learned

Learning Activity 7: Exit ticket

Directions: Identify the following below whether it is analogous or
homologous. Write your answer on separate sheet of paper

_______________1. Octopus, sea star and grasshopper

_______________2. Grasshopper leg and the sea star arm
_______________3. Dragon fly wing and butterfly wing
_______________4. Chomping front teeth of a beaver and the tusks of an elephant
_______________5. Bird and bat wings
_______________6. Owl wing and hornet wing
_______________7. Porcupine quill and cactus spine
12
_______________8. Front flippers of whales and forelegs of dog
_______________9. Cat’s paw and human’s hand
_______________10. Limbs of tetrapods and arthropods

What I Can Do

Learning Activity 8: Evolutionary Characteristics

Part A Directions: Fill out the table below by writing/ marking with an “X” if
the following organisms have the character matrix. Use separate
answer sheet.

Organisms Character Matrix

Cells Legs Antenna Wings 2 sets of wings
Worm
Spider
Carpenter
Ant
House fly
Dragonfly

Part B Directions: Make your own cladogram of the organisms mentioned

above.

Evaluation:

1. In your cladogram which two species are more closely related? spiders and
worms or ants and worms? How do you know?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. In your cladogram, what species are dragonflies most closely related to? How do
you know?

__________________________________________________________________________________
__________________________________________________________________________________

13
Summary

• Evolution is continuing to change the heritable characteristics of different

species over successive generations.

• Mechanisms of change are mutation, migration, genetic drift, and natural

selection.

• Evolution occurs when evolutionary processes such as genetic drift and

natural selection resulting in certain characteristics becoming more common
within a population.

• Changes in heritable behavioral or physical traits are through the process

by which organisms change over time. This is the adaptive traits that passed
on from parents to their offspring during reproduction.

• Evolution does not change any single individual but instead, it changes the
inherited means of growth and development of individuals of the same
species living.

• The offspring inherit those genetic characteristics, their chances of

survival, and ability to give birth, may vary until the environment changes.

• In early ancestor populations, human evolution advocated new abilities to

adapt to environmental change and so altered the human way of life.

• Taxonomy involves the study of relationships among organisms, collection,

preservation, study of specimens, and analysis of data by various areas of
biological research.

• The evolutionary history and relationship of an organism or group of organisms

are called phylogeny.

• A cladogram is a diagram that describes evolutionary relationships among

groups.

1 4
 Assessment: (Post-Test)
MULTIPLE CHOICE:

Directions: Read and understand each item and choose the letter of the
best answer. Write your answer on a separate sheet of paper.

1. What do you call to the diagram depicts evolutionary relationships among animals?
A. analogous B. cladogram C. homologous D. phylogeny

2.What did Chares Darwin and Alfred Wallace developed?

A. cladogram C. natural selection
B. genetic history D. phylogeny

3. What do you call to the process of descent modification?

A. biological changes B. evolution C. migration D. mutation

4. What will happen eventually when populations of brown beetles joined with green
beetles?
A. genetic drift B. migration C. mutation D. natural selection

5. Which of the following is an example of physical adaptations traits by natural

selection?
A. Analogous B. Mimicry C. Migration D. Mutation

6. Which of the following are examples of homologous structures?

A. bat wing and human hand C. owl wing and hornet wing
B. porcupine quill and cactus spine D. bat forelimb and bird wing

7. Evolution is a long-term change.

A. False B. Maybe C. True D. Undetermined

8. What would likely to happen if population of grasshopper experience scarcity of

food?
A. genetic drift B. migration C. mutation D. natural selection

9. Who is responsible in sorting organisms into clades?

A. ancestors B. cladistics C. historians D. all the above

10. Which of the following situation shows genetic drift?

A. Several green beetles were killed when someone stepped on them and had
no offspring.
B. Bright green coloration to have offspring with a gene for brown coloration.
C. Population of brown beetles have joined a population of green beetles.
D. Brown beetles are more common than in the previous generation.

15
 16
LESSON 1 (POSSIBLE ANSWER)
Learning ACTIVITY 2: WILL SURVIVE
1. Figure one shows overproduction of mice, which also express
variation. The variation shown is their hair color
Figure two shows a environmental selection pressure in terms of
the bird acting as a predator to the different mice.
Figure three shows most of the white mice, who have the least
favorable trait of being white, being removed from the population.
This reduces the population, leaving less competition for the
darker mice. This would lead to the darker mice expressing
greater fitness than the white mice, which would result in a
genetic shift towards the darker mice.
2. Yes figure 1 and figure 3 differ on its population. The
population of mice in figure 3 is less compared to the population
in figure 1. The bird is eating all the white mice because they are
easier to see.
3. Camouflage is what allowed the gray mice to blend in with their
environment and increased their fitness.
PRE-
TEST
Learning Activity 1: 1. B
1. EVOLUTION 2. A
2. FOSSILS 3. C
3. MUTATION 4. B
4. MIGRATION 5. C
5. GENETIC DRIFT 6. A
6. NATURAL SELECTION 7. C
7. ADAPTATION 8. D
8. HERITABLE 9. D
10. C
Key to Answers
 17
LESSON 2 (POSSIBLE ANSWER)
Learning Activity 5: HOMOLOGOUS
1.
ANIMAL FUNCTION OF STRUCTURE
HUMAN Using tools, picking up and holding objects
DOG Used for running, pouncing, walking
DOLPHIN Used for swimming
BAT Used for flying
2. Yes, the structure of the bones formed in similar ways.
3. The structures may or may not have the same function in the descendants.
Learning Activity 6: ANALOGOUS
1. They can both fly
2. Butterfly wings are thin membrane with no bones or skin while birds have
internal skeleton, skin and feathers
Guide Questions: ANSWERS MAY VARY
1. bats, birds, insects, and even fish. However, even though these wing structures serve the
same function for these different animals, the bone structures, wing coverings (such as
feathers, scales, hair, etc.), shapes, and sizes are quite different.
2. they have the same function to swim with, but have different structures and made of
different material. They evolved differently.
LESSON 1(ANSWERS MAY VARY)
Learning Activity 3: Synthesizing Your Learning
1. Characteristic of an animal help the individual live longer, there is a greater chance
that it will reproduce than those with lesser favorable traits. Thus, the next generation
will resemble the parents with the favorable traits more.
2. Elephants have big ears that allow them to dissipate more heat (natural
selection maybe have acted to increase ear size in elephants because it helped
them survive the heat better).
Bats are excellent at using echolocation (natural selection may have acted to
improve the use of echolocation in bats because it helped them find their prey at
night better).
Humans have opposable thumbs (natural selection may have acted to increase the
opposability of thumbs because it helped ancient human ancestors make tools
better to survive).
Learning Activity 7: Exit Ticket (ANSWERS MAY VARY)
 18
Assessment (Post-Test)
1. B 6. A
2. C 7. C
3. B 8. B
4. C 9. B
5. B 10. A
LESSON 2 (POSSIBLE ANSWER)
Learning Activity 8
Cells Legs Antenna Wings 2 sets of wings
Worm x
Spider x x
Carpenter x x x
Ant
House fly x x x x
Dragonfly x x x x x
1. Worms and spiders are more closely related. They have more traits in common.
2. Dragonflies are closely related to the flies. They have more traits in common.
LESSON 2 (POSSIBLE ANSWER)
Learning Activity 7: Exit ticket: Identify the following below whether it is analogous
or homologous
1. ANALOGOUS 6. ANALOGOUS
2. ANALOGOUS 7. ANALOGOUS
3. HOMOLOGOUS 8. HOMOLOGOUS
4. HOMOLOGOUS 9. HOMOLOGOUS
5. HOMOLOGOUS 10. ANALOGOUS
References

Introduction to human evolution. (2019, January 16). The Smithsonian Institution's

Human Origins Program. https://humanorigins.si.edu/education/introduction-
human-evolution

KhanAcademy. https://www.khanacademy.org/science/biology/her/evolution-and- natural-

selection/a/lines-of-evidence-for-evolution

Evidence for evolution | Biology for majors I. Lumen Learning – Simple Book
Production. https://courses.lumenlearning.com/sunywmopenbiology1/chapter/
outcomeevidence-for-evolution/

Evolution: How populations change over time. (n.d.). SCIENTIST

CINDY. https://www.scientistcindy.com/evolution-how-populations-change-
over-time.html

Migration - Biology encyclopedia - body, animal, cycle, life, used, energy, first, species. (n.d.).
Biology. https://www.biologyreference.com/Ma-Mo/Migration.html

Mutation. (n.d.). Genome.gov. https://www.genome.gov/genetics-glossary/Mutation

Phylogenies and the history of life | Biology for majors II. (n.d.). Lumen Learning –
Simple Book Production. https://courses.lumenlearning.com/suny-wmopen-
biology2/chapter/phylogenies-and-the-history-of-life/

PowerSchool learning : Life science 2013-2014 : Evolution and natural selection(n.d.)

PowerSchoollearnig.https://tusd.learning.powerschool.com/ango/lifescience2013-
2014/cms_page/view/13773559

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