BIOLOGY 2

TABLE OF CONTENTS

Third Quarter

Pocket Lesson 1 Genetic Engineering 1

Pocket Lesson 2 Applications of Recombinant DNA 4

Pocket Lesson 3 History of Life on Earth 8

Worksheet 1 Geologic Time Scale 13

Pocket Lesson 4 Mechanisms of Evolution 14

Pocket Lesson 5 Development of Evolutionary Thought 19

Pocket Lesson 6 Evidences of Evolution 24

Pocket Lesson 7 Taxonomy and Phylogeny 29

Worksheet 2 Evolutionary Relationships of Organisms 34

Answer Key 35

SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
BIOLOGY 2
GENETIC ENGINEERING

Do we need genetically engineered

crops to feed the world?

INSTANT TASK

1
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
 DIRECT TALK
You hear about them all the time. They are often depicted in cartoons, comic books, movies and
science fiction as mad scientists. These are the scientists who take a gene from one organism and place it
into an unrelated organism. To help you sort this out, let us first look at
the scientists who are involved in manipulating genes and then learn how they do what they do.

are scientists is the

who manipulate genes. The manipulations that process of using recombinant DNA (rDNA) technology to
genetic engineers perform include changing a alter the genetic makeup of an organism. Humans
gene, changing how a gene is regulated, or moving have manipulated genomes indirectly by controlling
a gene from one organism to another. breeding and selecting offspring with desired traits.

1 Isolation

Expression 6 Identify the gene of the DNA of interest and

isolate the gene from the donor organism to be
Expression of the gene to obtain cloned.
the desired product. Tests must
be carried out to determine 2 Insertion
whether there is expression and
at what level it takes place. Insert the gene into another
piece of DNA called a vector
which allows it to be taken up by
the recipient cell and replicated.
STEPS OF
Growth 5
GENETIC
Growth of the transformed
organism. ENGINEERING 3 Transfer

Transfer of the recombinant

Selection
Select those cells which contain
the desired recombinant vectors.
vectors into the cells of recipient
4 organisms, by transformation – use
competent cells to pick up the
recombinant DNA molecules.

PURPOSE OF GENETIC ENGINEERING

 Production of varieties of plants having particular desirable characteristics.
 Improvement in the production of bio-chemical’s and commercially important
organic chemicals.
 Correction of genetic disorder in higher organisms.
 The sequencing of gene, the prerequisite for mapping the genome as well as
utilizing the gene for horizontal transfer involved in raising transgenic organism.

2
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
 FLASH CHECK

Answer the following questions.

1. Define genetic engineering.

2. What made genetic engineering possible?

3. Give examples on how genetic engineering can be used.

QUICK REFERENCES
CONNECT
 Biology Openstax pages 191-194
 http://2017.igem.org/wiki/images/d/d0/Cal
(5 July 1996 – 14 February gary2017_TeacherGuide5-6.pdf
 https://www.genome.gov/genetics-
2003) was a female domestic sheep, and the
glossary/Genetic-
first mammal cloned from an adult somatic cell,
Engineering#:~:text=Genetic%20engineeri
using the process of nuclear transfer. Dolly
ng%20is%20the%20process,selecting%2
had three mothers: one provided the egg,
another the DNA, and a third carried the 0offspring%20with%20desired%20traits.
cloned embryo to term.  https://www.biologydiscussion.com/geneti
c-engineering/genetic-engineering-
purpose-and-basic-steps-
biotechnology/61387
 https://bio.libretexts.org/Bookshelves/Micr
obiology/Book%3A_Microbiology_(Bruslin
d)/18%3A_Genetic_Engineering
 https://en.wikipedia.org/wiki/Dolly_(sheep)

3
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
 BIOLOGY 2
APPLICATIONS OF RECOMBINANT DNA

INSTANT TASK

Conduct a short interview with one of your family members or

your friend online. Present the plant you created from our
previous lesson. Discuss to them the process of genetic
engineering. Ask them about how they think the positive and
negative effects of genetically modified organisms (GMO).
Write your questions and their responses on a piece of paper.

4
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
 DIRECT TALK
Genetic engineering has always been a topic of controversy: benefits added to
humans or related to ethical considerations. The technology is important in the
fields of agriculture, medicine, bioremediation and biotechnology. However, the
principal source of hesitation is the ecological impact of the use of recombinant
DNA technology.

RECOMBINANT DNA (rDNA) is a form RECOMBINANT DNA TECHNOLOGY is

of artificial DNA that is created by combining two or a technology which allows DNA to be produced via
more sequences that would not normally occur artificial means. The procedure has been used to
together through the process of gene splicing. change DNA in living organisms and may have even
more practical uses in the future.

GM Fruits/Vegetables Forensic evidences

GM Crops Genetic disorders
GM Animals Gene therapy
GM Microbes Genetically Diagnosis
Modified
Products

APPLICATION OF RECOMBINANT DNA

Therapeutic Energy
Products Application
Vaccines Biohydrogen
Antibodies Biomethanol
Growth hormones Bioethanol
Recombinant protein Biobutanol
Anticancer drugs

Genetically Modified Products

In agriculture, development of genetically modified crops with a purpose to improve both yield and resistance to plant
pests or herbicides seems to have gained a degree of public acceptance and is already practiced in a commercial
context in several countries. These are examples of GM products:
1) Insect-resistant plants – it contains a gene that encodes a bacterial protein that is toxic to certain insects that
feed plants
2) Cold-tolerance plants - antifreeze gene from cold water fish introduced to tobacco and potato plants
3) More healthful plants – high-starch potatoes that absorb less oil when fried, bananas resistant to fungal
infection that extends shelf life, seedless minimelons, sweet peas and peppers that retain sweetness longer.
4) Transgenic animals – sheep carry a gene for a human protein that may help in treatment of cystic fibrosis,
mouse expressing rat growth hormone, mosquitoes with “self-limiting gene” and their offspring will not reach
adulthood thus, will not contribute to the spread of disease cause by mosquitoes.

5
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
 DIRECT TALK
Therapeutic Products
Pharmaceutical companies already are producing molecules made by recombinant DNA to treat human
diseases and safe vaccines. Recombinant bacteria are used in the production of human growth hormone and
human insulin. Recombinant vaccine involves inserting the DNA encoding an antigen that stimulates an
immune response into mammalian cells, expressing the antigen in these cells and then purifying it from them.

Insulin Growth Hormone Deficiency Vaccine

-Hormone required to
properly process sugars
and fats
-Treat diabetes
-Now easily produced by
bacteria (E. coli)
-Faulty pituitary and regulation -Avoid the risk of using actual
-Now easily produced by bacteria (E. coli) infectious organism
NOT ALWAYS GOOD! High doses of HGH can -Consist of non-replicating
cause permanent side effects – As adults plasmids
normal growth has stopped so excessive GH -Can induce strong long-term
can thicken bones and enlarge organs cellular immune responses.

Diagnosis
Forensic Evidences – Identifying victim and Gene Therapy
suspect by matching genetic samples with DNA
database.
Genetic Disorders - direct detection and analysis
of various genetic defects at the DNA level are
now possible using cloned gene or oligonucleotide
probes.
Gene Therapy – is the correction of a genetic
deficiency in a cell by the addition of new DNA to
the cell. Some diseases that have gene therapy
studies in clinical trials (cystic fibrosis, muscular
dystrophy, cancer, AIDS)

Energy Application
Biohydrogen – Cyanobacteria, facilitate hydrogen production, which is environmental friendly energy source. The
specific production is maintained by utilizing the required enzymes properly as these enzymes play a key role in the
product formation. The advanced approaches like genetic engineering, alteration in nutrient and growth conditions,
combined culture, metabolic engineering, and cell-free technology have shown positive results to increase the hydrogen
production in cyanobacteria and other biofuels.
The conductive biofilms of Geobacter sulfurreducens are potential sources in the field in renewable energy,
bioremediation, and bioelectronics.

In choosing r-DNA technology, public

BIOETICS is the study of controversial ethics
brought about by advances in Biology and
Medicine. It blends with philosophy, theology,
history and law. It refers to the ethical
implications and application of the health-
related life sciences including biotechnology
such as cloning, gene therapy, life extension,
human genetic engineering.
education should be an important
consideration. Ethical concerns
should be addressed by rolling out
effectively communicated information
campaigns and by designing strategies
for stronger community engagement.

6 SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
 FLASH CHECK
Match the following genetically modified organism to its
application. Write the letter that corresponds to your answer.

A B

1. Cotton
A. Diagnosis
2. Glow in the dark animals
3. Soy oil B. Energy Sources
4. Insulin for diabetes C. High Quality Crops / Animals
5. Corn for livestock feeds
D. Therapeutic
6. Detection of congenital disease
7. Large quantities of tomatoes
8. Biodiesel and ethanol from corn
9. Anticancer drugs
10. Large size mouse

QUICK REFERENCES
CONNECT
 https://www.whatisbiotechnology.org/index

“Genetics become my all .php/science/summary/rdna

 http://www.bmcsagar.edu.in/new_upload/
consuming passion. I PPT%20Recombinant%20DNA.pdf
 https://facultystaff.richmond.edu/~lrunyenj/
wanted to create the perfect bio554/lectnotes/chapter15.pdf
species. One that does not  http://medcraveonline.com/JABB/JABB-
01-00013.pdf
live on our planet but one  https://www.ncbi.nlm.nih.gov/pmc/articles/
that makes it better for PMC5178364/

future generations”
– Yasmina Haque

7
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
 BIOLOGY 2
HISTORY OF LIFE ON EARTH

INSTANT TASK

Study the disorganized letters. Try to organize or rearrange the letters to form the
exact word based on the supported description.

It is a group of vertebrates where the

AAMLMSM young are nourished with milk from
special secreting glands of the mother.

It is the study of fossils. nOaytlopleog

They are the first living things
okptsyeaorr in Earth.

Animals classified as
ancient reptiles. RUDASNIOS
It is the first division in geologic
BRERIAPNC time scale

8
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
 DIRECT TALK

Geologic Time Scale

The history of life on Earth is recorded in rock strata which may be compared to the pages of a book. The study of
fossils (paleontology), together with other geological and biological evidence, provides information on the history of
Earth and the evolution of life. Fossils provide evidence about the relative ages of rock strata, paleo-environments and
evolution of life. The fossil record has been used to develop the worldwide geological time-scale. Organisms may leave
traces of their existence in the sediments formed during, or shortly after their lifetimes.

The Geologic Time Scale is divided into four major units: Eons, Eras, Periods and Epochs.
The summary of major events was presented below.

65 mya - present

Cenozoic Era
Modern form of human species
Grasses
First apes
First known horse (Eohippus)
248 mya – 65 mya

Mesozoic Era
Dinosaur’s extinction
First flowering plants
Earthworms
First mammals
Stage of the age of dinosaur
540 mya – 330 mya

Paleozoic Era
Winged insects
First insects
First sharks
Amphibians
Ferns
First land plants
First jawed fish
4.6 bya – 550 mya

Precambrian time
Jellyfish
First eukaryotes
Significant rise in oxygen
Prokaryotes (bacteria)
Formation of Earth and Moon

9
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
 DIRECT TALK

Ediacaran Fauna
These fossils represent some of the earliest known multicellular
organisms, which lived from about 580 to 560 mya. All the fossils are of
soft-bodied animals, many of which cannot be matched with living species.
Prior to their discovery there was no evidence of life between single celled
organisms, and the complex, hard-bodied organisms of the early
Cambrian. Probably most of the Ediacaran fossils represent animals.
Reconstructed Ediacaran seafloor
Archaeocyatha Trilobites
Members of the now extinct Trilobites assumed a variety of bizarre shapes, ranging in
phylum Archaeocyatha featured size from a few millimetres to 20 cm or more. Trilobite
in the Cambrian Explosion, and fossils are easily recognised by their distinctive three-lobed,
were amongst the earliest three- segmented form. Trilobites, exclusively marine
organisms with hard parts. They animals, were amongst the earliest organisms to possess
were cup-shaped organisms hard parts. They were primitive crustaceans. Trilobites first
which resembled both sponges appeared at the beginning of the Cambrian Period, when
and corals. They lived in shallow they dominated the seas, flourishing in considerable
seas between 540 and 520 mya. numbers and changing variety.

Graptolites
Graptolites were small, aquatic colonial animals that first
appeared during the Cambrian Period and persisted into
the Early Carboniferous Period. A graptolite colony
consisted of branches lined by one or two rows of cups Trilobites (three lobes/segments)
that contained the individual animals of the colony. The
animals were bilaterally symmetrical and tentacled. They
possessed a chitinous outer covering and lacked
mineralised hard-parts. It has been suggested that
graptolites are related to the hemichordates, a primitive
group of vertebrates. Three examples of Ordovician
graptolites (right)

Ammonites
Ammonites lived in all the oceans (shallow seas) of the world from the Devonian period to the end of the Mesozoic era.
They were free-swimming molluscs with flat, coiled shells that were separated by partitions into gasfilled chambers.
Ammonites are important index fossils because of their wide geographic distribution, rapid evolution, and easily
recognizable features. Three groups of ammonites succeeded one another through time, each group having a more
complex shell pattern.
Left: Many ammonites were
giants: this specimen is more
than 1 metre in diameter.

Right: The chambered, modern

nautilus (above) is a living
descendent of ammonites.

10 SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
 DIRECT TALK

Dinosaurs
Dinosaurs are classified as reptiles, although there is
evidence that some types were warm-blooded. They
dominated Earth's landscape for 140 million years in the
Mesozoic era, which has been called the “Age of Dinosaurs”.
Dinosaurs were terrestrial animals that inhabited all parts of
the globe. They adapted to a wide range of environments and
climates. Contrary to popular belief, not all dinosaurs were
gigantic and ferocious. They were a diverse group of
creatures that came in all sizes and shapes. They all had
hairless bodies and scaly skins like the modern-day reptiles.
Some dinosaurs walked on upright and had long tails, whilst
others walked on all fours. Some were carnivores, while
others were herbivores. The mass extinction of the dinosaurs,
ammonites and many other forms of life at 65 million years Dinosaurs came in many shapes and sizes
ago defines the boundary between the Mesozoic and
Cenozoic eras.

Mammals
The mammals are a group of vertebrates where the young are nourished with milk from special secreting glands
(mammae) of the mother. In addition to these characteristic milk glands, several other unique features distinguish
mammals:
 Hair is a typical mammalian feature, although in many whales it has disappeared except in the foetal stage.
 Mature red blood cells in all mammals lack a nucleus; all other vertebrates have nucleated red blood cells.
 A chain of three tiny bones transmits sound waves across the middle ear. A muscular diaphragm separates the
heart and the lungs from the abdominal cavity.
Mammals evolved at about the same time as the dinosaurs, and coexisted with them. However, all Mesozoic mammals
were small and insignificant. After the extinction of the dinosaurs, mammals grew in size and diversified, to become the
dominant forms of terrestrial life.

Two examples of giant marsupials (Australian megafauna) are illustrated above: both were diprotodontids (i.e. they had
two very large teeth as incisors). Diprotodon (the largest known marsupial) was a grassland dweller, whereas
Zygomaturus lived in forest.

11
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
 FLASH CHECK
Complete the table below for the organisms listed.

NAME OF ORGANISM TIME RANGE APPEARANCE

1. Ediacaran fauna

2. Archaeocyatha

3. Trilobites

4. Graptolites

5. Ammonites

6. Dinosaurs

7. Mammals

QUICK REFERENCES
CONNECT
 https://www3.nd.edu/~cneal/planetearth/C
7 Theories on the Origin hapt-13-Marshak.pdf
of Life  http://geoscience.msc.sa.edu.au/library/3-
1. It started with an electric
spark 3%20Geological%20Timescale.pdf
2. Molecules of life met on clay  http://www.glyfac.buffalo.edu/courses/gly1
3. Life began at deep-sea vents
4. Life had a chilly start 37/Geologic_Time_Scale.pdf
5. The answer lies in  https://www.livescience.com/13363-7-
understanding DNA
formation theories-origin-life.html
6. Life had simple beginnings
7. Life was brought here from
elsewhere in space

12
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
 WORKSHEET 1 – GEOLOGIC TIME SCALE

To understand evolution, humans must think in units of time much larger than those we use to define
our lives. Biology alone cannot fully explain the evolution of life on our planet. It's necessary to include
the physical sciences -- geology, chemistry, and physics -- in order to understand the conditions in
which life arose and evolved. The story of life is told primarily by its victims. Scientists say that only
one in a thousand species that have ever lived survives today. The other 99.9% are extinct, gone
forever. No matter how well adapted a creature is to its environment, history has shown that even the
most dominant can be wiped away. Extinction is by and large a natural process in which species,
groups, and even whole families of organisms disappear. All extinctions identified in this timeline are
mass extinction events. The geologic time scale we use to study the history of the earth and of it life
forms is commonly referred to as "deep time," and it's a concept perhaps as difficult to conceive as
deep space.
Study the timeline below and answer the questions that follow.

Analysis:
1. For how long has there been life on Earth?
2. For what percentage of time has life existed on Earth (round to the nearest whole number).
3. For about how many years of geological time have humans existed on Earth?
4. For about how many years of geological time have the dinosaurs existed on Earth?
5. Did dinosaurs exist at the same time as humans?
6. How do scientists determine when an era begins and when it ends?
7. What is the purpose of making a geological timeline?

Reference:
http://www2.mbusd.org/staff/pware/pdf/GeologicalTimeline.pdf

SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
13
 BIOLOGY 2
MECHANISMS OF EVOLUTION

INSTANT TASK

Populations evolve through mutation, gene flow, genetic drift, and natural
selection. Use the picture below to answer the questions that follow.

1. What does population of rats after selection and drift have in common?
2. What happened to the population after migration?
3. What happened to the population after mutation?

14
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
 DIRECT TALK
Evolution is the process by which modern organisms have descended from ancient
ancestors. Evolution is responsible for both the remarkable similarities we see across all life and the
amazing diversity of that life — but exactly how does it work?

This section examines the mechanisms of

evolution focusing on:
 Descent and the genetic differences that are
heritable and passed on to the next generation
 Mutation, migration (gene flow), genetic drift,
and natural selection as mechanisms of change
 The importance of genetic variation
 The random nature of genetic drift and the
effects of a reduction in genetic variation
 How variation, differential reproduction, and
heredity result in evolution by natural selection

Evolution defined as descent with modification from a common ancestor. It occurs when there is a change
in gene frequency within a population over time. These genetic differences are heritable and can be passed on
to the next generation. Compare these two examples of change in beetle populations.

Beetles on Beetles of a
a diet different color
Imagine a year or two of
Most of the beetles in the
drought in which there are
population have the genes for
few plants that these beetles
bright green coloration and a
can eat.
few of them have a gene that
makes them brown.
All the beetles have the
same chances of survival After number of generations,
and reproduction, but things have changed: brown
because of food restrictions, beetles are more common
the beetles in the population
than they used to be and
are a little smaller than the
preceding generation of make up most of the
beetles. population
Example 1 is not evolution because difference in weight came about because of environmental influences —
the low food supply not because of a change in the frequency of genes. The changing color in Example 2 is
definitely evolution: these two generations of the same population are genetically different.

15
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
 DIRECT TALK
The process of evolution or genetic change over time has resulted in the wide
variety of living things that make their home on this planet. Scientists describe five mechanisms that
drive evolution: natural selection, mutation, genetic drift, gene flow and
recombination.

NATURAL SELECTION

In natural selection, organisms with characteristics

that are well suited for their environment tend to survive
and reproduce. When they reproduce, they pass their
characteristics on to their offspring through genes.
Organisms with characteristics that are not well suited
for their environment are not as likely to survive to
reproduce and pass on their characteristics. The
Imagine that green beetles are easier for birds to spot
―selection‖ in natural selection refers to the selective
and hence, eat. Brown beetles are a little more likely to
pressure the environment places on populations of
survive to produce offspring. They pass their genes for
organisms. The environment cannot support all of the
brown coloration on to their offspring. So in the next
individuals in a population. There may not be enough
generation, brown beetles are more common than in the
food, space, or water for everyone, and predators kill
members of the population. previous generation.

MUTATION Mutations generate the raw material for natural selection. A mutation is any
change in the sequence of DNA in a cell. Mutations can be harmful, beneficial,
or neutral, meaning they have no effect on the organism in which the mutation
occurs. Mutations occur at random. According to Darwin, when an individual is
born with a beneficial mutation, that individual will be more likely to survive
than others without the mutation, a principle called “survival of the fittest.”
The beneficial mutation will likely be passed on to the next generation.
A mutation could cause parents with genes for bright green coloration to have
offspring with a gene for brown coloration. That would make genes for brown
coloration more frequent in the population than they were before the mutation.

GENETIC DRIFT

Genetic drift is another mechanism of evolution. In contrast to natural selection, which favors certain traits, genetic
drift is a random process. Genetic drift refers to the idea that specific traits, controlled by alleles on a chromosome,
can become more or less common in a population completely by chance. This process can change the diversity of a
species, particularly in small populations. As the population gets smaller, the random elimination of a few individuals
could eliminate a trait altogether if no other individuals happen to have the trait to pass it on to the next generation.

16
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
 DIRECT TALK
Genetic drift affects the genetic makeup of the population but, unlike natural selection,
through an entirely random process. So although genetic drift is a mechanism of
evolution, it doesn't work to produce adaptations.

Imagine that in one generation, two brown beetles happened to

have four offspring survive to reproduce. Several green beetles
were killed when someone stepped on them and had no offspring.
The next generation would have a few more brown beetles than the
previous generation — but just by chance. These chance changes
from generation to generation are known as genetic drift.

GENE FLOW

Gene flow – also called migration – is any

movement of individuals, and/or the genetic material
they carry, from one population to another. It can either
increase or decrease the genetic diversity of a
population. Genes may be added to the gene pool of a
population when individuals enter that population
(immigration). In contrast, genes may be removed
from the gene pool of a population when individuals Some individuals from a population of brown beetles might
leave that population (emigration). Gene flow have joined a population of green beetles. That would
includes lots of different kinds of events, such as pollen make genes for brown coloration more frequent in the
being blown to a new destination or people moving to green beetle population than they were before the brown
new cities or countries. beetles migrated into it.

RECOMBINATION
Crossing-over
Recombination is the process by which genetic
material from different individuals becomes
combined during sexual reproduction (and some
forms of asexual reproduction). Recombination can
result in enormous diversity in species. This crossing-over process results in an unlinking and
Through sexual recombination, alleles are shuffled recombination of parental genes. In the example above, one
and produce multitudes of new combinations within end of each chromosome of this homologous pair is
every generation, and organisms are able to exchanged along with the genes that they contain. The next
generate millions of new allele combinations in their generation inherits chromosomes with partially new
gametes (sex cells). sequences of alleles.

Recombination by itself does not cause evolution to occur. Rather, it is a contributing mechanism
that works with natural selection by creating combinations of genes that nature selects for or against.

17
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
 FLASH CHECK
Read the descriptions of concepts from the lesson in the left column
below. Match each description with the correct term in the right column.

CONCEPTS GENETIC DRIFT

1. Genetic material breaks and trades places with
other genetic material. NATURAL SELECTION
2. An allele is eliminated from the population
entirely by chance.
CROSSING OVER
3. The movement of alleles into and out of a
population
4. Produces the raw material for natural selection GENE FLOW
5. An organism survives and reproduces because
of inherited characteristics that make it well
suited for its environment.
MUTATION

QUICK
CONNECT
DARWIN’S FINCHES
The finches on the Galapagos Islands
have all developed different beaks.
Originally, the finches had large beaks
for cracking large nuts. A group of
finches came from another island that
were larger and drove those away and
ate their nuts. Over time, the finches
developed beaks to eat smaller nuts
that the other finches did not eat.
REFERENCES
 https://evolution.berkeley.edu/evolibrary/articl
e/evo_21
 https://bio.libretexts.org/Bookshelves/Introdu
ctory_and_General_Biology/Book%3A_Conc
epts_in_Biology_(OpenStax)/11%3A_Evoluti
on_and_Its_Processes/11.2%3A_Mechanis
ms_of_Evolution
 https://evolution.berkeley.edu/evolibrary/articl
e/0_0_0/evo_16
 http://schools.misd.org/upload/page/1757/TX
SL_B.7F_EvolutionaryMechanisms_EXPLAI
N_STEMscopedia.pdf
 https://www2.palomar.edu/anthro/synthetic/s
ynth_7.htm
 https://open.lib.umn.edu/evolutionbiology/cha
pter/genetic-drift-2/
 https://examples.yourdictionary.com/example
s-of-evolution.html

18
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
BIOLOGY 2
DEVELOPMENT OF EVOLUTIONARY THOUGHT

INSTANT TASK

ACTIVITY 1. Choose ONE of the island environments from the four described below.
2. Design a squirrel for your chosen island that has adapted to the island‟s
environment. Include at least 3 adaptations.
3. Draw a squirrel with its adaptations in its island environment.
4. Use a bond paper for your drawing.

Example of Adaptation: The panda‟s "thumb" is actually an enlarged bone of the wrist. Panda‟s eat bamboo. It is difficult to
handle and break the hard stalks, so an enlarged wrist bone helps to grasp the bamboo. In another environment where the
food source is not plants, an extra „finger‟ would have little benefit, perhaps even be cumbersome. The hands of pandas
have been beneficial only because of their need for a better grip on bamboo.

19
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
 DIRECT TALK

JOHN RAY (1627-1705)

 developed the concept of species
 first person to recognize that groups of plants and animals could be
distinguished from other groups by their ability to mate with one another
and produce offspring
 recognized that species shared similarities with other species, and
grouped these on a second level of classification called genus
 first to use the labels genus and species

CAROLUS LINNAEUS (1707-1778)

 Father of Taxonomy
 developed a method of classifying plants and animals
 Systema Naturae (Systems of Nature) first published in 1735
 standardized Ray‟s use of genus and species terminology and
established the system of BINOMIAL NOMENCLATURE
 added two categories in classification: order and class
 include humans in his classification of animals, placing them in the genus
Homo and species sapiens

GEORGES-LOUIS LECLERC DE BUFFON (1707-1778)

 recognized the dynamic relationship between the external environment
and living forms
 Natural History, first published in 1749
 emphasized the importance of change in the universe and in the
changing nature of species
 believed that when groups of organisms migrated to new areas, they
were gradually altered as a result of adaptation to a different environment
 rejected the idea that one species could give rise to another

TAXONOMY: The branch of science concerned with the rules of classifying organisms
on the basis of evolutionary relationships.
BINOMIAL NOMENCLATURE: (binomial, meaning “two names”) In taxonomy, the
convention established by Carolus Linnaeus whereby genus and species names are used
to refer to species. For example, Homo sapiens refers to human beings.

20
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
 DIRECT TALK

ERASMUS DARWIN (1731-1802)

 grandfather of Charles Darwin
 a physician, inventor, naturalist, philosopher, poet, and leading member
of a well-known intellectual community in England
 expressed his views that life had originated in the seas and that all
species had descended from a common ancestor
 Zoonomia (The Laws of Organic Life) published in 1794

JEAN BAPTISTE-LAMARCK (1744-1829)

 first scientist to explain the evolutionary process
 believed that species change was influenced by environmental change
 example of Lamarck‟s theory: giraffe stripped all the leaves from the lower
branches of a tree (environmental change), tries to reach leaves on upper
branches and stretched their neck over time
 A trait acquired by an animal during its lifetime can be passed on to
offspring. This is genetically incorrect, it‟s been made fun of and
dismissed

CHARLES DARWIN (1809-1882)

 joined the five-year scientific expedition on the HMS Beagle
 published a book that was extremely controversial because it went against
the idea that the world was created by God
 his idea became the general acceptance of the people that‟s why he is
known as the “FATHER OF EVOLUTION”
 On the Origin of Species by Means of Natural Selection published in 1859
 This statement summarizes the Natural Selection: “It at once struck me
that under these circumstances favourable variations would tend to be
preserved, and unfavourable ones to be destroyed. The result of this
would be the formation of a new species”.

During the stopover at the Galápagos Islands, Darwin noticed that the vegetation and animals shared many
similarities with those on the mainland of South America. The insight that Darwin gained from the finches is
legendary. He recognized that the various Galápagos finches had all descended from a common mainland
ancestor and had been modified over time in response to different island habitats and dietary preferences.

21
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
 DIRECT TALK

ALFRED RUSSEL WALLACE (1823-1913)

 joined an expedition to Amazon, Southeast Asia and Malay Peninsula to
collect birds and insect specimens
 published a paper suggesting that species were descended from other
species and that the appearance of new species was influenced by
environmental factors
 described evolution as a process driven by competition and natural
selection
 Species were mutable, not fixed; and they evolved from other
species through the mechanism of natural selection.

Darwin had realized that natural selection was the key to evolution. The basic processes, as he understood them, are
as follows:

 All species are capable of producing offspring at a faster rate than food supplies increase.
 There is biological variation within all species.
 Since in each generation more offspring are produced than can survive, and owing to limited resources, there
is competition between individuals
 Individuals with favorable traits (for example, speed, resistance to disease, protective coloration) increase the
likelihood of survival and reproduction.
 The environmental context determines whether or not a trait is beneficial. What is favorable in one setting
may be a liability in another.
 Traits are inherited and passed on to the next generation. Because individuals who possess favorable traits
contribute more offspring to the next generation than individuals who don‟t. Over time these characteristics
become more common in the population; less favorable traits aren‟t passed on as frequently, and they
become less common. Individuals who produce more offspring in comparison to others are said to have
greater reproductive success.
 Over long periods of geological time, successful variations accumulate in a population, so that later
generations may be distinct from ancestral ones. In time, a new species may appear.
 Geographical isolation also contributes to the formation of new species. As populations of a species become
geographically isolated from one another, they begin to adapt to different environments.

Darwin recognized the uniqueness of individuals and realized that variation among them could explain how selection
occurs. Favorable variations are selected, or chosen, for survival by nature; unfavorable ones are eliminated.

22 SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
 FLASH CHECK
Critical Thinking Questions
1. After reading this topic, how would you respond to the question, “If humans

evolved from monkeys, why do we still have monkeys?”

2. Given what you‟ve read about the scientific method, how would you explain the

differences between science and religion as methods of explaining natural

phenomena?

QUICK REFERENCES
CONNECT
 http://rcastilho.pt/EVO/ewExter
nalFiles/Lewis_Cap2.pdf
 https://sci.waikato.ac.nz/evolution/Devel
Natural selection operates opmentEvolThought.shtml
on individuals, favorably or  https://plato.stanford.edu/entries/evoluti
on-before-darwin/
unfavorably, but it’s the population
 http://www.scielo.br/scielo.php?script=s
that evolves. The unit of natural ci_arttext&pid=S0104-
selection is the individual; the unit 59702001000400009
of evolution is the population  https://www.eolss.net/Sample-
(because individuals don’t Chapters/C03/E6-71-03-01.pdf
change genetically, but over  https://resources.finalsite.net/images/v1
588956488/tracyk12caus/wwyndnsdvbc
time, populations do). fhn4l4fkg/SalazrEnhBiologyAcadWeek4
and5distancelearningEvolution2020.pdf

SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
23
 BIOLOGY 2
EVIDENCES OF EVOLUTION

INSTANT TASK

PICTURE ANALYSIS

Are these two organisms related based on evolution? In other words,

do you think they share a common ancestor? Explain.

24 SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
 DIRECT TALK
When Charles Darwin first proposed the idea that all new species descend from an
ancestor, he performed an exhaustive amount of research to provide as much evidence as possible.
Today, the major pieces of evidence for this theory can be broken down into the FOSSIL RECORD,
EMBRYOLOGY, BIOGEOGRAPHY, COMPARATIVE ANATOMY, and MOLECULAR BIOLOGY.

Fossils are formed when organisms become buried

in sediments, causing little decomposition of the organism. As
time progresses various sedimentary layers get deposited, with
the oldest on the bottom and the youngest on the top. Fossils
are also formed through freezing, being embedded in amber,
preserved in tar, or even footprints and imprints.

By observing the appearance, abundance and types of fossils in each of these layers we can understand
the progression of the species that lived in that location over time.
Early fossils are fairly simple organisms, while later fossils become increasingly complex. This supports our
more recent understanding of genetics and evolution: new alleles and genes develop from existing genes by
mutation, and it seems unlikely that more complex organisms (those with many different genes) would develop first
and then become more simple (having fewer genes).
Fossil records are supported by other evidence.

Embryology is the study of the development, structure and function of embryos. When comparing
vertebrate embryos in the early stages of development, you will see striking similarities. Even species that bear little
resemblance in their adult form may have strikingly similar embryonic stages.
When looking at humans we see that the
embryo passes through a stage in which it has gill
structures like those of the fish from which all
terrestrial animals evolved. For a large portion of
its development the human embryo also has a
tail. This tail is usually reabsorbed before birth.
Gills could be considered homologous traits
between humans and fish: in humans the
parathyroid glands (endocrine glands in your
neck) develop from the branchial arches. In fish,
a gene called Gcm-2 controls the development of
branchial arches into gills. If the gene mutates
then the gills fail to develop.

The development of mammals, fish, reptiles and birds are linked to the branchial arteries. Biologists long ago
proposed that fish evolved into amphibians, which evolved into reptiles, which evolved into birds. More recent studies
of embryonic development support this idea.

SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020 25
 DIRECT TALK

All the places where species live is known as species distribution. When looking closely at distributions it is
clear that many unique species occur in isolated pockets or islands. When looking at these unique species through
the lens of evolution, we would expect unusual species in isolated areas because isolation is necessary before
speciation can occur.
The theory of the movement of the Earth’s tectonic plates was supported by the distribution of the fossils of
particular species. Moving continents also explains why Australia has most of the world’s marsupials and the only two
monotremes; the platypus and the echidna.

The platypus and the echidna are the only two living monotremes in the
world. They evolved at a time when Australia became an isolated
continent after being separated from Antarctica.

Molecular Biology is the study of gene structure and function. Darwin did not know about genes, but
scientists today know that mutations in genes are the source of variations upon which natural selection acts. Genes
provide powerful support for evolution.

Comparing Sequences: All living organisms have genes. All genes are made of DNA and all genes work in
similar ways. This supports the idea that all living organisms are related. For example, all organisms have a gene
cytochrome c, a protein required for cellular respiration. Humans and rhesus monkeys, have nearly identical
cytochrome c. The more closely related two species are, the more similar their genes and proteins are.
Divergence: Scientists have found that some stretches of shared DNA mutate at regular, predictable rates.
Scientists use this “molecular clock” to estimate when in the past living species split from common ancestors. For
example, whales and porpoises are more closely related to hippopotamuses than they are to other living organisms.
Whales and hippopotamuses share an ancestor that lived 50-60 million years ago.

26
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
 DIRECT TALK

Comparative anatomy compares the structures of organisms of both living species and fossils. Comparisons
of anatomical features in different organisms often provide evidence to support the theory of evolution. Organisms are
often classed together according to similarities in their structures. It was through comparing the anatomy of organisms
that scientists discovered phylogeny, meaning the evolutionary history of a group of organisms.
Comparative anatomy includes homologous and analogous structures as well as vestigial features.

HOMOLOGOUS STRUCTURES are body parts of

organisms that are similar in structure and position
but different in function. Humans, cats, frogs, bats
and birds look different and move in different ways.
Humans use their arms for balance and their hands
to grasp objects. Cats use their forelimbs to walk, run
and jump. The forelimbs of bats and birds are wings
and are used for flying. Homologous structures
suggest that these species are related and they
evolved from recent common ancestors.

ANALOGOUS STRUCTURES are body parts that

perform a similar function but differ in structure. For
example, the wings of birds and butterflies are used for
flight. But bird wings are covered with feathers. Butterfly
wings are covered with tiny hairs. Though used for the
same function, the wings of birds and butterflies are too
different in structure to suggest close common ancestry.

Analogous structures - the fin of a shark, the wing

of a penguin and the flipper of a dolphin serve the
same function but have different internal anatomy
VESTIGIAL STRUCTURES are body parts that have lost their original function through evolution. Ostriches have
wings yet they cannot fly. An ostrich’s wings are an example of vestigial structures. Other examples are human
appendix, tail bone and wisdom teeth.
Whale has tiny pelvic bone on its body. Pelvic
bones are hip bones, which in many species attach
the leg bones to the body. Modern whales do not have
legs but the pelvic bones suggest that whales came
from ancestors that used legs for walking on land. The
fossil evidence supports this conclusion. Many fossils
of whale ancestors show a slow loss of legs over
million years and at the same time, whale ancestors
became adapted to watery environments.

PLATYPUS and DUCK are example of CONVERGENT EVOLUTION.

Analogous structures show convergent evolution. This means that organisms evolve similar
structures and functions because they live in similar environments.

SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
27
 FLASH CHECK
As you swipe through your news feed in
Facebook, you notice that there is an article
about evolution. You are curious, since you are
NEWS becoming an expert on evolution, so you read it.
Read the first four sentences of the article…
There is no way that
evolution happened. It is
something made up by
scientists and has no
scientific evidence backing
it up. It is impossible for After reading the entire article, you feel it is
humans to know what your duty as a STEM student to write a letter
happened on the Earth responding to the editor of this article so that they
millions of years ago. may provide the public with more accurate
Evolution is considered a information regarding evolution. Write a one
theory simply because it is paragraph (at least 6 sentences) response
regarding the evidence for Earth’s history and
an educated guess.
evolution. Be sure to include the following terms:
evolution, anatomical evidence, homologous
structures, analogous structures, vestigial
structures, DNA, fossils and theory.

QUICK REFERENCES
CONNECT
If you don’t have  https://lhsblogs.typepad.com/files/evide
this, congrats, you nce-for-evolution-practice-key.pdf
are evolving!  https://www.peekskillcsd.org/cms/lib/NY
01913880/Centricity/Domain/827/Eviden
Palmaris longus ce-for-evolution-factsheet1.pdf
 https://www.chesterufsd.org/site/handler
s/filedownload.ashx?moduleinstanceid=
115&dataid=630&FileName=the%20env
ironment%20and%20change%20over%
Extraordinary hint of evolution is actually found within our arms 20time%20l3.pdf
– in our tendons. 10 – 15% of our human population has  http://sconradscience.weebly.com/uploa
evolved out of this tendon. It is attached to an ancient muscle ds/8/7/1/4/8714635/evidence_of_evoluti
called the palmaris longus, which was primarily used by tree- on.pdf
dwelling to help them move from branch to branch. Humans  https://tiphero.com/proof-of-
and gorillas, no longer have a need for this muscle or tendon, evolution#:~:text=But%20one%20really
so they have started to lose this internal function. Evolution is %20extraordinary%20hint,our%20tendo
a slow-going process, so almost 90% of humans still have this ns%2C%20to%20be%20specific.&text=I
useless trait carried down from our monkey ancestors. f%20you%20see%20a%20raised,congr
ats%2C%20you're%20evolving.

28 SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
BIOLOGY 2
TAXONOMY AND PHYLOGENY

INSTANT TASK

Examine the table below showing the classification of four organisms, then answer the questions.

1. Which taxon includes the most specific characteristics?

2. Which taxon includes the broadest characteristics?

3. If two organisms belong to the same order, what other taxon do the organisms have in

common?

4. Which two organisms in the chart are most closely related? (Write the name of species)

5. To which taxa do all four organisms belong?

6. Which class does not include animals that have hair or fur?

7. What is the order, family, and genus of a human?

SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020 29
 DIRECT TALK
Taxonomy is the science of classifying organisms. Taxonomy results in classifications,
which allow for storage, retrieval and communication of information about organisms. A key function of
taxonomy is to provide correct identification of organisms. The purpose of classifications is to
order organisms on Earth into a stable and universal system that enables scientists and other members
of society to communicate about them. The most fundamental category in classification is the species.
Species follow a system of naming called BINOMIAL NOMENCLATURE.
This is a two-part name that includes the genus name (the first
name) and the species epithet (the second name). The first
letter of the genus is always capitalized (e.g. Homo) while the
species epithet is not capitalized (e.g. sapiens). Both are
required in combination for a species name and should be
written with underline or italicized.
Carolus Linnaeus is responsible
for developing the classification
system we use today. He used
anatomical similarities and
differences in grouping species.
He thought that the organisms
that looked alike were the most
closely related.
Modern taxonomists consider the phylogeny of an organism when
attempting to classify it. Phylogeny is the evolutionary
history of an organism. To show the evolutionary relationship
between different groups of organisms, scientists construct
phylogenic trees. Phylogenetic tree is a family tree
that shows the evolutionary relationships thought to exist among
different groups of organisms. The phylogenetic tree to the right
shows a few of the phyla of the Animal Kingdom.
What is the common ancestor of all organisms
shown on this tree?
Are the Cnidarians more closely related to the
sponges or to the comb jellies (Ctenophores)?
What is the closest relative to the Rotifers?

A 6-kingdom system is the evidence that all

living things seem to fall naturally into three
broad groups. In recent years, this led to the
establishment of a 3-domain system.
Domains are essentially super kingdoms, a
taxonomic level even higher than the
kingdom level. The domain Bacteria
contains the Kingdom Eubacteria. The
domain Archaea contains the Kingdom
Archaebacteria. The domain Eukarya
contains the Kingdoms Protista, Plantae,
Fungi, and Animalia.

30 SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
 DIRECT TALK

DOMAIN BACTERIA ARCHAEA EUKARYA

KINGDOM EUBACTERIA ARCHAE- PROTISTA FUNGI PLANTAE ANIMALIA
BACTERIA
CELL TYPE prokaryotic prokaryotic eukaryotic eukaryotic eukaryotic eukaryotic
CELL Cell walls Cell walls do Cell walls Cell walls Cell walls No cell
STRUCTURES composed of not contain composed are composed walls
peptidoglycan peptidoglycan of cellulose composed of cellulose.
in some of chitin
organism
Some have No Chloroplasts No
chloroplast chloroplast are present chloroplast
CELL Most Most
ORGANIZATION Unicellular Unicellular unicellular. multicellular Multicellular Multicellular
Some Some
multicellular unicellular
FOOD GETTING Autotroph or Autotroph or Autotroph or Heterotroph Autotroph Heterotroph
Heterotroph Heterotroph Heterotroph
EXAMPLES Streptococcus Methanogens Amoeba Mushroom Mosses Sponges
Staphylococcus Halophiles Paramecium Yeast Ferns Worms
Escherichia coli Algae Molds Liverworts Mollusks
Arthropods
Slime molds Puffballs Cone-
Fish
Giant kelp bearing Reptiles
plant Birds
Flowering Amphibians
plant Mammals

Dichotomous key is a tool that

helps identify unknown organisms to some
taxonomic level (e.g., species, genus, family,
etc.). The key is constructed in such a way
that a series of choices is made that leads
the user to the correct identity of a sample
organism. "Dichotomous" means, "divided
into two parts." A dichotomous key always
offer two choices for each step, each of
which describes key characteristics of a
particular organism or group of organisms.

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. 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.

31
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
 DIRECT TALK

Directions
 Carefully observe the traits of each animal.
 Make a list of the traits you can use to sort the animals into groups.
 For the animals above your list might look like this:
o Number of legs
o Body covering (scales or hair)
o Exoskeleton
o Backbone
o Shell
o Antenna
o Wings
 Pick one of the traits from the list to divide the animals into two groups.
 For example, you could start with BODY COVERING
o Step 1: a. Scales……………………….. go to 2
b. No scales
 Now look at all the animals with scales and choose another trait from the list to further separate them. Your
next choice might be legs. In this step the first animal is named.
o Step 2: a. Legs…………………………. go to 3
b. No legs ……………………… snake
 Continue these steps until all animals from the first group (scales) have been named.
 Repeat these steps with the second group of animals until each animal is identified.
 Here’s what a completed key might look like.
o Step 1: a. Scales……………………….. go to 2
b. No scales…………………… go to 4
o Step 2: a. Legs…………………...…….. go to 3
b. No legs……………………… snake
o Step 3: a. Shell...……………………….. tortoise
b. No shell……………………… lizard
o Step 4: a. Backbone.…….…………….. bat
b. No backbone………………... go to 5
o Step 5: a. 8 legs………………………... spider
b. 6 legs ……………………..… ant

 Since there are many traits to use to group these animals, there is more than one way to make a key. This
means that there is more than one correct answer.

32
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
 FLASH CHECK
Create your own dichotomous key for the animals pictured below.

QUICK REFERENCES
CONNECT
A taxonomist is a biologist who specializes
in the classification of organisms into groups
on the basis of their structure and origin
and behavior. Leonardo L. Co is a
prominent Filipino plant taxonomist and
ethnobiologist. New plant species like the
'meat' flower Rafflesia leonardi (named
after him) were discovered by Co.
 https://northernoaks.greatheartsamerica
.org/wp-
content/uploads/sites/3/2020/04/9-
Biology-Week-of-4-27.pdf
 https://www.discoverlife.org/png/taxono
mic_principles.pdf
 https://www.ncl.ac.uk/media/wwwnclacu
k/teacherstoolkit/liviastellaputradjaja/Car
l%20linnaeus%20classification.pdf
 https://www.socialcircleschools.com/use
rfiles/217/Classes/9694/Classification%
20Teacher%20Notes.pdf
 https://iskomunidad.upd.edu.ph/index.p
hp/Leonardo_L._Co

SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
33
 SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020
35
SCIENCE POCKET LESSON 5 SCIENCE POCKET LESSON 4 WORKSHEET 1
Instant Task: Instant Task:
Answers may vary 1. After selection and drift, 1 1. 3.5 billion years
out of 8 rats were different 2. 76%
Flash Check: from the other. 3. 100,000 years
2. Rats with different trait 4. 240 million years
1. Answers may vary were added on the 5. No
Humans did not evolve population after migration. 6. Scientists when an era
from monkeys. 3. Population of rats were begins and ends due to
Monkeys and humans sha the same. mass extinction.
re a common ancestor 7. It is use to study the
from which Flash Check: history of the Earth and its
both evolved around 25 life forms
million years ago. 3. Crossing over
4. Genetic drift
2. Answers may vary 5. Gene flow
Science and religion have 6. Mutation
different methods of 7. Natural Selection
explaining natural
phenomena
Week 5 Week 4 Week 3
SCIENCE POCKET LESSON 3 SCIENCE POCKET LESSON 2 SCIENCE POCKET LESSON 1
Instant Task: Instant Task: Instant Task:
MAMMALS
PALEONTOLOGY Answers may vary Answers may vary
PROKARYOTES
DINOSAURS Flash Check: Flash Check:
PRECAMBRIAN
1. C 1. Genetic engineering is the
Flash Check: 2. C process of using
1. Refer to direct talk 3. B recombinant DNA (rDNA)
technology to alter the
4. D
genetic makeup of an
5. C organism.
6. A 2. Genetic engineers made it
7. C possible by manipulating
8. B the genes.
9. D 3. Production of varieties of
10. C plants, correction of
genetic disorders,
improvement of organic
chemicals, and medicine.
Week 3 Week 2 Week 1
GENERAL BIOLOGY 2 – ANSWER KEY
 \6
SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT © 2020 36
WORKSHEET 2 SCIENCE POCKET LESSON 7 SCIENCE POCKET LESSON 6
Instant Task: Instant Task:
Cladogram 1. Species Answers may vary
1. Worm 2. Kingdom
2. Spider 3. Class, Phylum, Kingdom Flash Check:
4. Felis concolor and Canis Answers may vary
3. Ant
familiaris By studying evolution, we
4. Housefly 5. Animalia-Chordata better know our own place
5. Dragonfly 6. Amphibia on a planet with 1.8 million
7. Order – Primates identified species, and
Open-ended Family – Hominidae perhaps 10 million total
1. Worms and spiders Genus - Homo species. We know that all
2. Housefly because they species have evolved
Flash Check: because of the evidences
shared four traits in the
Answers may vary presented by various
cladogram scientists.
3. Presence of legs
4. Worms because there are
many traits of housefly
that worms don’t have.
Week 7 Week 7 Week 6
GENERAL BIOLOGY 2 – ANSWER KEY