Learning Area General Biology 2

Learning Delivery Modality In-person class (Face to Face)

Naic Senior High School

School Grade Level 11
Stand-Alone
Science (SHS)
Teacher Keanno Rod M. Peliña Learning Area
LESSON General Biology 2
EXEMPLAR Teaching Semester/
Week 8: February 6, 2025 2nd Sem/1st Quarter
Date Quarter
STEM 11-2: TTh (7:30 AM - 9:30 AM)
Time
STEM 11-1: TTh (9:50 AM – 11:50 AM)

I. I. OBJECTIVES At the end of the lesson, the learners should be able to:
1. demonstrate how shared derived characteristics can be used to reveal degrees
of relationship and
2. make a cladogram to infer evolutionary relationships
3. cite importance of cladogram
A. Content The learners demonstrate an understanding of Basic Taxonomic Concepts and
Standards Principles, Description, Nomenclature, Identification, and Classification

B. Performance The learners should be able to Differentiate the 3-Domain Scheme from the 5-
Standards Kingdom Scheme of classification of living things
C. Most
 Describe species diversity and cladistics including types of evidence and
Essential
procedures that can be used to establish evolutionary relationship.
Learning
(STEM_BIO11/12IIIh-j-16)
Competencies

II. CONTENT The Classification of Organisms Based on Evolutionary Relationships

III. LEARNING
RESOURCES

General Biology 2
Self-Learning Module (SLM)
A. References
Module 11: The Classification of Organisms Based on Evolutionary Relationships
First Edition, 2020
1. Teacher’s
N/A
Guide pages
2. Learner’s
N/A
Materials pages
3. Textbook
N/A
pages
4. Additional
Materials from
Learning N/A
Resource (LR)
portal
B. List of
Learning
General Biology 2
Resources for
Self-Learning Module (SLM)
Developmental
Module 11: The Classification of Organisms Based on Evolutionary Relationships
and
First Edition, 2020
Engagement
Activities]
IV.
PROCEDURES
A. Introduction
PRELIMINARY ACTIVITIES
A. Prayer
B. Greetings
C. Checking of Attendance
 D. Classroom Management

REVIEW OF THE PREVIOUS LESSON

 what are the three domain system?
 What is the difference between archaea, bacteria, and eukarya

PRE-TEST
Directions: Read and analyze the following questions. Choose and write the letter of
the best answer on a separate sheet of paper.

1. What is the study of diversity of organisms in evolutionary history and relationships

among organisms?
A. Evolution
B. Genetics
C. Systematics
D. Taxonomy

2. What is the study of evolutionary history and relationships among organisms?

A. Evolution
B. Genetics
C. Phylogeny
D. Taxonomy

3. What is included in the cladogram that represents a hypothetical relationship

between groups of organisms?
A. Time
B. Descendants
C. Common traits
D. Common ancestors

4. What is important in cladistics?

A. Shared traits
B. Common ancestors
C. Common descendants
D. Shared time of evolution

5. Which of the following is TRUE about organisms as the part of the clade?
A. All are the same trees.
B. Have identical phylogenies.
C. Evolved from shared ancestors.
D. All share the same basic characteristics

MOTIVATION

Directions: Classify objects or items that you commonly encountered or use every day
in school and in home. Use separate sheet of paper in performing and answering this
activity. Your answers will be assessed using the rubric below.

Guide Questions:
1. How did you group or classify the items or the objects?
2. What are the similarities and differences of each object?

ACTIVITY 1
Directions:
Activity. My Tree! My Life!
Directions:
1. Make your family tree.
2. Start your family tree from your grandfather and mother both mother and father
side.
3. After constructing your family tree, make a character traits table Examine the
features of each member of the family.
4. Use a separate sheet of paper in performing and answering the activity.

Guide questions.
1. Describe your family tree.
2. How did you construct your family tree?
3. What is the importance of family tree?
4. Who is closely related to your mother?
 5. Who is closely related to your father?
6. Based on your table, whose member of your family is closely related to your
grandfather in father side? in grandmother in your father side? Why?
7. Based on your table, whose member of your family is closely related to your
grandfather in mother side? in your grandmother in your mother side? Why?
8. Who among members of your family who have the least common characters or
features?
9. Based on the characters of each member of your family, what can you conclude?

B. Development Systematics is the study of the diversity of organisms in evolutionary history and
relationships among organisms.

Phylogeny
Phylogeny is the study of evolutionary history and relationships among organisms.
The evidences from the wide variety of sources including the paleontology,
embryology, morphology, anatomy and molecular biology can be used to establish
phylogeny.

Phylogenetic is the study of evolutionary traits and relationships between organisms

or a group.

A phylogenetic tree is a diagram that represents evolutionary relationships

among organisms. The pattern of branching in a phylogenetic tree reflects how
species or other groups evolved from a series of common ancestors. In trees, two
species are more related if they have a more recent common ancestor and less
related
if they have a less recent common ancestor. Here’s the example of phylogenetic
tree.
Cladistics
Cladistics refers to biological system that involves the categorization of organisms
based on shared traits. The organisms are typically grouped by how closely they are
related; thus, cladistics can be used to share common ancestors and evolutions of
various characteristics. The basic assumption behind the cladistics is that members of
a group share a common recent ancestor and thus “closely related” to one another
than they are to other group of organisms. Moreover, in the field of cladistics, specific
terminology was used to describe particular “character state” of an organism.

These are the common term used to describe the character traits of group of
organisms.

1. Synapomorphies the trait is shared by two or more taxonomic group. It derived

through evolution of common ancestors.
2. Plesiomorphic it refers to the ancestral state. Its character state is inferred to have
been retained from its ancestors
3. Apomorphic it refers to derived state. It can be used to diagnose a clade or even to
define clade name in phylogenetic nomenclature.
4. Homolapsy traits are similar because of convergent evolution
5. Homology traits have common ancestry, may/may not share function, and
may/may not look alike
6. Analogy traits with common function, may/may not share ancestry, and may/may
not look alike.
 Clade
Clade used when describing phylogenetic relationships. It denotes that all organisms
within the clade are related to a single ancestor. It may contain synapomorphies
because the animals are closely related, on the other hand, as organisms become a
new species, they can develop new unique characteristics and its trait considered as
autapomorphy.

Cladograms
Cladogram is a diagram that represents a hypothetical relationship between
groups of organisms, including their common ancestors. The term "cladogram"
derived from the Greek words “clados”, which means "branch," and gramma, which
means "character."

Parts of the Cladograms

1. Root is the central trunk of a cladogram that indicates the ancestor common to all
groups branching from it.
2. A cladogram uses branching lines that end in a clade, which is a group of
organisms sharing a common hypothetical ancestor.
3. Nodes the points where the lines intersect are the common ancestors
ACTIVITY 2
Directions: Below are the pictures of animals for you to visualize its character traits.
Complete the table below. Mark an “X” if an organism has the trait and zero (0) if it is
absent. Do this activity on a separate sheet of paper.

C. Engagement

D. Assimilation POST TEST

Directions: Read the questions carefully and write the letter of the correct answer on
a separate sheet of paper.

1. What diagram use to represents a hypothetical relationship between groups of

organisms, including their common ancestors?
A. Cladogram
B. Venn diagram
C. Web diagram
D. Phylogenetic tree

2. Which of the following is NOT true about phylogenetic tree?

 A. A diagram that represents evolutionary relationships among organisms.
B. It reflects how species or other groups evolved from a series of common ancestors.
C. A diagram that represents a hypothetical relationship between groups of
organisms, including their common ancestor
D. It shows two species are more related if they have a more recent common
ancestor and less related if they have a less recent common ancestor

3. Which of the following BEST explain about analogy traits?

A. Traits evolved from a common descendant.
B. Traits shared from evolution of a common ancestors.
C. Common ancestry, may/may not share function, and may/may not look alike.
D. Common function may/may not share ancestry and may/may not look alike.

4. Which of the following is NOT a specific term used to describe particular character
state of an organisms?
A. Analogy
B. Apomorphic
C. Homogeneous
D. Homology

5. Which of the following is MOST important in classifying the living organisms using a
cladistics approach to systematics?
A. Number of homoplasies
B. Shared derived characters
C. Shared primitive characters
D. Analogous primitive characters

6. Which of the following is the use of cladistics?

A. Create a cladogram
B. Identifier of the outgroup and ingroup
C. Locate the start of the evolution of traits
D. Hold the different shared characters of the ancestors

V. REFLECTION

Based from RO 10, s. 2020

Prepared by:

KEANNO ROD M. PELIÑA

LSB - Subject Teacher

Checked by:

MARIA CARLA A. NAZARENO

School Principal II