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Illustrator: Cherry Amor R. Laroza, Lovely Joy La Rosa, Charles Erick A. Jusay, Sandro Carlo B. Tablizo
Layout Artist: Elizalde L. Piol, Anselma M. Ebero
Management Team: Wilfredo E. Cabral, Regional Director
Job S. Zape Jr., CLMD Chief
Eugenio S. Adrao, EPS In Charge of LRMS
Elaine T. Balaogan, Regional ADM Coordinator
Fe M. Ong-ongowan, Regional Librarian
Mario B. Maramot, CID Chief
Rosalinda A. Mendoza, Division EPS In Charge of LRMS
Rosalinda A. Mendoza, Division ADM Coordinator
Welcome to the Earth and Life Science Grade 11 Alternative Delivery Mode
(ADM) Module on Module 29: The Process of Evolution!
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:
As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.
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For the learner:
Welcome to the Earth and Life Science Alternative Delivery Mode (ADM) Module on
The Process of Evolution!
The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!
This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.
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process what you learned from the lesson.
1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!
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What I Need to Know
This module was designed and written with you in mind. It is here to help you
master the process of evolution. The scope of this module permits it to be used in
many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.
What I Know
Directions. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. Greek word phylon from the word phylogeny means _______________________.
A. ancestor
B. branch
C. origin
D. tribe
2. Greek word genesis from the word phylogeny means ____________________.
A. ancestor
B. branch
C. origin
D. tribe
3. Diagram that trace evolutionary relationships and connections among
organisms
A. evolution
B. family tree
C. lineages tree
D. phylogenetic tree
4. Lineages that evolved early from the root and remain unbranched
A. basal taxon
B. branch point
C. root
D. sister taxa
5. The point where split takes place
A. basal taxon
B. branch point
C. polytomy
D. sister taxa
6. Branch with more than two lineages
A. basal taxon
B. branch point
C. polytomy
D. sister taxa
7. Point of two lineages stem from the same branch
A. basal taxon
B. branch point
C. root
D. sister taxa
8. Indicates that an ancestral lineage gave rise to all organisms on the tree
A. basal taxon
B. branch point
C. root
D. sister taxa
9. Monophyletic group is also called _________________.
A. clade
B. domain
C. genus
D. taxa
10. Group which shows common ancestor
A. monophyletic
B. paraphyletic
C. polyphyletic
D. polytomy
11. Indicates more than two immediate descendants
A. monophyletic
B. paraphyletic
C. polyphyletic
D. polytomy
12. Includes recent common ancestors are not included only distant relative
A. monophyletic
B. paraphyletic
C. polyphyletic
D. polytomy
13. Refers to recent common ancestor but not all descendants are
included
A. monophyletic
B. paraphyletic
C. polyphyletic
D. polytomy
For numbers 14 -15. Analyze the structure of phylogenetic tree.
In 1835, when Darwin visited the Galapagos Islands, evidence has been
found to indicate that living things have changed gradually during their natural
history. The study of fossils as well as biogeography, embryology, molecular
evidence, and comparative anatomy such as homologous structure, analogous
structure and vestigial structure provide evidence for evolution.
What’s In
Activity 1
Match the picture with each type of evidence. Choose your answer from the
word bank below. Write your answer inside the box.
1. 2.
3. 4.
5. 6.
What’s New
1.sister taxa
2. polytomy
3. basal taxon
Activity 3
1. 2.
_____________________________ _________________________________
3.
____________________________ __________________________________
What’s More
Activity 4
Analyze the phylogenetic tree. Fill the blank with the correct answer.
1. The root of the tree is represented by letter ______________.
2. ____________ shows common ancestor of B and C.
3. A to E represents the ________________________.
4. B and C are ____________________.
5. Which is more likely close related? A and C or C and D?
Activity 5
Activity 6
Complete the phylogenetic tree. Choose the corresponding organism from the
word bank.
Assessment
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. Lineages that evolved early from the root and remain unbranched
a. basal taxon
b. branch point
c. root
d. sister taxa
2. The point where split takes place
a. basal taxon
b. branch point
c. polytomy
d. sister taxa
3. Indicates that an ancestral lineage gave rise to all organisms on the tree
a. basal taxon
b. branch point
c. root
d. sister taxa
14. Includes recent common ancestors are not included only distant
relative
a. monophyletic
b. paraphyletic
c. polyphyletic
d. polytomy
15. Indicates recent common ancestor but not all descendants are included
a. monophyletic
b. paraphyletic
c. polyphyletic
d. polytomy
Additional Activities
Activity 7
Questions:
1. What do you call to the place where two branches split apart? ________________
2. What does the branch point that connect chimpanzee, bonobo and human
represent? _____________________________________________________________________
3. What is that single branch point from which all branches originate?
_________________________________
4. What does the node closest to the root represent? _____________________________
5. How important is phylogenetic tree? ______________________________
Answer Key
Additional Activity
What I Have What can I do
Learned Activity 6
Activity 7
1. branch point
Activity 5
2. most recent common
1. dolphin ancestor of all the species
2. tuna on those branches
1. fossil
3. frog 3. root
2. phylogeny
4. gorilla 4. represents most recent
3. phylogenetic tree
5. beaver common ancestor for all
4. branch point
6. alligator organisms in the tree
5. basal taxon 5. used to help represent
7. tyrannosaurus
6. root evolutionary relationship
7. monophyletic between organisms that
8. paraphyletic are believed to have some
9. polyphyletic common ancestry.
10. soft polytomy
References
Miller, K. R.. & Levine, J. (2004). Prentice Hall: Biology. New Jersey, Pearson
Education Inc.
Sia, S. & Cortez, L. (2016). Science in Today’s World for Senior High Schoo
https://media.hhmi.org/biointeractive/click/Phylogenetic_Trees/02.html
https://evolution.berkeley.edu/evolibrary
https://www.youtube.com/watch?v=RVW8iIEfiZI