Evolution &

Biodiversity
Science | Grade 10

Third Quarter- Module #6

 Module name: Evolution & Biodiversity

OVERVIEW
Hello my dear student! Welcome back! Happy New Year!

This is your 1st module for the third quarter, Module #6! This is our last topic under the branch of
biology, just before we move on into chemistry. In this module, you will discover and learn about the
machinations of evolution and how life becomes dynamic with the mechanism of biodiversity.

Please be reminded that you will work on this module and accomplish the activities and practice
exercises by chunks within 8 sessions.

To do well in this module, please remember to do the following:

1. Don’t rush for the sake of finishing the module. Please take time to read everything
carefully and thoroughly. Read in advance if you can and when necessary.
2. Do the module by part. Start from the beginning and do not go directly to other parts
without completing the previous part of the module for the logical progression of your
learning of the topic.
3. Always follow the instructions in doing an activity. Consult me through our LMS (during
science time) if you need to clarify or verify something about an activity or any part of the
module.
4. Follow a schedule and remind yourself of deadlines. Write DONE under remarks on your
checklist every time you finish a chunk.
5. Use the rubric (if there is one given) to guide you in making your expected outputs.
6. Do not just copy and paste answers directly from internet sites. Read and understand what
you read then phrase your answers in your own words.

I am putting my trust onto you that you will accomplish every single thing in this module. I know I
can count on you! Good luck and have fun learning at home! :)

For the first day, you will only work on the first 2 segments- the GEAR- UP and DIP INTO.

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Before you begin, let’s take a look at what you need to explore and what you need to accomplish
in this module.

ESSENTIAL QUESTION/S: In this lesson, you will explore and find answer to the following
questions:
1. How fossil records, comparative anatomy, and genetic information provide evidence for
evolution?
2. How can Natural Selection contribute to the biodiversity and extinction?
3. How does biodiversity affect the stability of an ecosystem?
4. How does population growth affect the carrying capacity of an ecosystem?
5. What are the different limiting factors that can affect the population growth?

Objective/s: At the end of the lesson, I am expecting that you will be able to:

1. Give the importance of understanding the evolution/ origin of life.

2. Understand the importance of adaptation as a mechanism for the survival of a species.
3. Explain how species diversity increases the probability of adaptation and survival of
organisms in changing environments.
4. Explain the relationship between population growth and carrying capacity.
5. Enumerate the limiting factors affecting the population growth.

Activity: A Picture of Thousand Words.

Directions: Study the picture shown to you and list at least 3 words that will describe the
picture.

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You may write your answers here:

1. ______________________________
2. ______________________________
3. ______________________________

Now, I believe that you are now ready to move to next part. In this part, you will start exploring
our lesson by doing this suggested activity. I hope you will enjoy doing it.

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Activity: 4 Pics 1 Word

That’s all for today! You may now close your module. Get your checklist and write “done”
under remarks.

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Welcome back! I believe you are now ready on the 2nd chunk of your module. You will be working
on the FOCUS ON section only which includes the “Bedan Values” section for 4 sessions.

Life as we know it has persisted on this planet for millions of years. Ever wondered what shaped
the circumstances that allowed humans and all other organisms to thrive in this planet? For this
module, we’ll continue our search for the origin and condition of life by examining evolution and
biodiversity.

You may now begin.

Evolution

Vocabulary preview:

The following are the new words that you will encounter as you study this lesson. Be alert
on these words. You will be asked to recall them later.

Adaptation Vestigial Structure Carrying Capacity

Variation Fossil Population Growth
Population Embryology Genetic Diversity
Analogous Structure Convergent Evolution Species Diversity
Homologous Structure Divergent Evolution Ecology

Evolution is the change in the characteristics of a species over several generations and
relies on the process of natural selection. In biology, this is the gradual change of structure and
function of organisms due to the changes in the environment. It is also referred as the origin of life.

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Theories of Evolution
Jean-Baptiste Pierre Antoine de Monet, chevalier de Lamarck (1
August 1744 – 18 December 1829), often known simply as Lamarck, was a
French naturalist. He was a soldier, biologist, and academic, and an early
proponent of the idea that biological evolution occurred and proceeded in
accordance with natural laws.

It was hypothesized that organisms evolved through the inheritance

of acquired characteristics: living organisms can modify their bodies through
use and disuse; organs not in use will disappear while organs in use will
develop. And these modifications can be inherited by their offspring.

Lamarck believed that giraffes before have short necks, but

b ecause of the need to survive and in order to reach tall trees for
food, they kept on stretching their neck until these became longer
and able to reach taller trees.

Before you continue, let’s have a quick self – check.

If you’re going to use whitening products and you achieved fair skin.
Do you think your child can inherit fair skin?
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Charles Darwin, in full Charles Robert Darwin, (February 12, 1809 - April 19, 1882),
British naturalist whose scientific theory of evolution by natural selection became the
foundation of modern evolutionary studies. Darwin defined evolution as "descent with
modification," the idea that species change over time, give rise to new species, and share a common
ancestor.

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The theory of evolution by natural sel ection, first formulated

in Darwin's book "On the Origin of Species" in 1859, is the process
by which organisms change over time as a result of changes in
heritable physical or behavioral traits. Changes that allow an
organism to better adapt to its environment will help it survive and
have more offspring. Evolution by natural selection is one of the best
substantiated theories in the history of science, supported by evidence
from a wide variety of scientific disciplines, including paleontology,
geology, genetics and developmental biology.

Darwin's seminal book, On the Origin of Species, set forth his ideas about evolution and
natural selection. These ideas were largely based on direct observations from Darwin's travels
around the globe. From 1831 to 1836, he was part of a survey expedition carried out by the ship
HMS Beagle, which included stops in South America, Australia, and the southern tip of Africa. At
each of the expedition's stops, Darwin had the opportunity to study and catalog the local plants and
animals.

Darwin found that nearby islands in the Galápagos had similar but non-identical species of
finches living on them. Moreover, he noted that each finch species was well-suited for its
environment and role. For instance, species that ate large seeds tended to have large, tough beaks,
while those that ate insects had thin, sharp beaks. Finally, he observed that the finches (and other
animals) found on the Galápagos Islands were similar to species on the nearby mainland of
Ecuador, but different from those found elsewhere in the world.

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Types of Evolution

Divergent Evolution
Divergent evolution is the process whereby
groups from the same common ancestor evolve
and accumulate differences, resulting in the
formation of new species. Divergent evolution
may occur as a response to changes in abiotic
factors, such as a change in environmental
conditions, or when a new niche becomes
available. Alternatively, divergent evolution
may take place in response to changes in biotic
factors, such as increased or decreased
pressure from competition or predation.
Convergent Evolution
Convergent evolution is the process in which
organisms that are not closely related
independently evolve similar features.
Adaptions may take the form of similar body
forms, colors, organs and other adaptions
which make up the organism’s phenotype.
Convergent evolution creates analogous
structures, those which have similar forms or
functions between diverged species, but were
not present in the common ancestor of the two.
On the other hand, homologous structures, i.e.,
a specific organ or bone which appears
throughout many different organisms, albeit
often in a slightly different form or shape, can
indicate a divergence from a common
ancestor.

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Parallel Evolution
An evolutionary process by which two
or more separate species in the same
environment develop similar adaptation or
characteristic for survival. It refers to the
evolutionary process wherein two or more
species in the same environment develop
similar adaptation or characteristics. Example
of parallel evolution: North American cactus
and the African euphorbia that developed
similar adaptation, which is their thick stems
and sharp quills to survive the hot, arid
climates. These two plant species are of
different plant families but live in the same
type of environment. Another example is the
evolution of adaptive features between two
groups of organisms living in similar habitats
such as marsupial mammals in Australia and
placental mammals on another continent.

Evidences of Evolution

Evolution is a key unifying principle in biology. As Theodosius Dobzhansky once said, -

Nothing in biology makes sense except in the light of evolution.‖ The evidence for evolution is
compelling and extensive. Looking at every level of organization in living systems, biologists see
the signature of past and present evolution.

But what, exactly, are the features of biology that make more sense through the lens of
evolution? To put it another way, what are the indications or traces that show evolution has taken
place in the past and is still happening today?

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1. Fossil Records

Fossil, remnant, impression, or trace of an animal or plant of a past geologic age that has
been preserved in Earth’s crust. The complex of data recorded in fossils worldwide—
known as the fossil record—is the primary source of information about the history of life
on Earth. Fossils provide solid evidence that organisms from the past are not the same as
those found today; fossils show a progression of evolution. Scientists determine the age
of fossils and categorize them all over the world to determine when the organisms lived
relative to each other. The resulting fossil record tells the story of the past, and shows the
evolution of form over millions of years. For example, highly detailed fossil records have
been recovered for sequences of species in the evolution of whales and modern horses.

2. Comparative Anatomy
The comparative study of the body structures of different species of animals in order to
understand the adaptive changes they have undergone in the course of evolution from
common ancestors.

Homologous structures are organs or skeletal

elements of animals and organisms that, by virtue
of their
similarity,
suggest their
connection to a
common
ancestor. These structures do not have to look exactly
the same, or have the same function. The most
important part, as hinted by their
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name, is that they are structurally similar.

In the case of analogous structures, the structures are not the same, and were not
inherited from the same ancestor. But they look similar and serve a similar purpose. For
example, the wings of an insect, bird, and bat would all be analogous structures: they all
evolved to allow flight, but they did not evolve at the same time, since insects, birds, and
mammals all evolved the ability to fly at different times.

3. Biogeography
Biogeography refers to the distribution of various
species and ecosystems geographically and throughout
geological time and space. Biogeography is often
studied in the context of ecological and historical
factors which have shaped the geographical
distribution of organisms over time. Specifically,
species vary geographically based on latitude, habitat,
segregation (e.g., islands), and elevation. The
subdisciplines of biogeography include zoogeography
and phytogeography, which involve the distribution of
animals and plants, respectively.

4. Comparative Embryology

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Embryonic development among animals looks remarkably similar in the earliest stages;
only later do these organisms begin to differentiate. Like adults, embryos show
similarities which can support common ancestry. For example, all vertebrate embryos
have gill slits and tails. The gill slits are not gills, however. They connect the throat to the
outside early in development but eventually close in many species; only in fish and larval
amphibians do they contribute to the development of gills. In mammals, the tissue
between the first gill slits forms part of the lower jaw and the bones of the inner ear. The
embryonic tail does not develop into a tail in all species; in humans, it is reduced during
development to the coccyx, or tailbone. Similar structures during development support
common ancestry.

5. Molecular Biology

The closer genes from two species are to each other, the closer they are related
evolutionarily. Molecular biology has played a significant role in determining these
relationships. Did you know that your genes may be 50% the same as those of a banana?
Unknown in Darwin’s time, the comparative anatomy of the molecules which make up
life has added an even more convincing set of homologies to the evidence for evolution.
All living organisms have genes made of DNA. The order of nucleotides – As, Ts, Cs,
and Gs – in each gene codes for a protein, which does the work or builds
the structures of life. Proteins govern the traits chosen (or not) in natural selection. For
all organisms, a single Genetic Code translates the sequence of nucleotides in a gene into
a corresponding chain of 20 amino acids. By itself, the universality of DNA genes and
their code for proteins is strong evidence for common ancestry. Yet there is still more. If
we compare the sequence of nucleotides in the DNA of one organism to the sequence in
another, we see remarkable similarities. For example, human DNA
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sequences are 98-99% the same as those of chimpanzees, and 50% the same as a
banana’s! These similarities reflect similar metabolisms. All organisms have genes for
DNA replication, protein synthesis, and processes such as cellular respiration. Although
metabolic processes do not leave fossils, similar DNA sequences among existing
organisms provide excellent evidence for common ancestry.

Self - Check #1

Before you continue, let’s have a quick self-check.

Answer the following question:

How does evolution help us in understanding the overall story of humanity as a species in this
planet? Do we have the same evolutionary path compared to other organisms that live on this
planet as well (all animals and plants)? What are the similarities and differences that you can
observe and how can we use it to our advantage?
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This is all for today. You may close your module.

Biodiversity

Biodiversity is a term used to describe the enormous variety of life on Earth. It can be used
more specifically to refer to all of the species in one region or ecosystem. Biodiversity refers to
every living thing, including plants, bacteria, animals, and humans. Scientists have estimated that
there are around 8.7 million species of plants and animals in existence. However, only around 1.2
million species have been identified and described so far, most of which are insects. This means
that millions of other organisms remain a complete mystery.

Over generations, all of the species that are currently alive today have evolved unique traits
that make them distinct from other species. These differences are what
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scientists use to tell one species from another. Organisms that have evolved to be so different from
one another that they can no longer reproduce with each other are considered different species. All
organisms that can reproduce with each other fall into one species.

Some areas in the world, such as areas of Mexico, South Africa, Brazil, the southwestern
United States, and Madagascar, have more biodiversity than others. Areas with extremely high
levels of biodiversity are called hotspots. Endemic species—species that are only found in one
particular location—are also found in hotspots.
Types of Biodiversity

1. Species Diversity
Species diversity is defined as the number of species and
abundance of each species that live in a particular
location. Diversity is greatest when all the species present
are equally abundant in the area. There are two
constituents of species diversity:
• Species richness: Number of different species
present in an ecosystem. Tropical areas have
greater species richness as the environment is
conducive for a large number of species
• Species evenness: Relative abundance of
individuals of each of those species. If the number
of individuals within a species is fairly constant
across communities, it is said to have a high
evenness and if the number of individuals varies
from species to species, it is said to have low
evenness. High evenness leads to greater specific
diversity

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2. Genetic Diversity
Genetic Diversity is the diversity of genetic characteristics
(expressed or recessive) within a species (i.e. between individuals
and populations of the same species). This component of
biodiversity is important because it allows populations to adapt to
environmental changes through the survival and reproduction of
individuals within a population that have particular genetic
characteristics that enable them to withstand these changes. One
good example of this is the different breeds of dogs.
3. Ecosystem Diversity
The variation of ecosystems that include differences
in habitats, types of community and abiotic
environments in an area is called ecosystem
diversity. An ecosystem consists of biotic and
abiotic factors interacting with one another in a
given area. An area can have grasslands, forests,
deserts, rivers, lakes of different types, and all of
these are exemplifying ecosystem diversity. A biome
is a major biotic community, such as grassland,
forest, or desert, characterized by the dominant
vegetation and its climate.

Value of Biodiversity

Organisms are part of biodiversity and may be economically and ecologically valuable.
The value of species can be divided into various categories:

1. Direct Economic Value

The species is considered to have economic value
if their products are sources of:
a. Food supply
b. Clothing, shelter, and other products
c. Energy
d. Medicine and Medical Models
2. Indirect Economic Value

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A species has an economic value if there are benefits produced by the organism without
using them.
a. Increasing Ecosystem Productivity: Ecologist David Tilman compared grassland
plots to show that increasing species diversity increased overall productivity (yield).
Different plants utilize different resources, so a variety of plants may more
completely use resources within an area.
b. Increasing Ecosystem Stability: As you have learned before, diversity among
individuals within a species increases the chance that at least some will survive
environmental change; similarly, diversity among species within an ecosystem
increases the chance that at least some species will survive environmental change.
c. Maintaining the Atmosphere: Plants
and algae produce the O2 which makes up
20% of the atmosphere essential to
aerobic organisms, and remove CO2
produced by respiration and burning
fossil fuels.
d. Maintaining Soils: Soil microorganisms
maintain nutrients in complex but critical
chemical pathways. Vegetation and litter
prevent erosion of soils which require
thousands of years to form.
e. Maintaining Water Quality: Water
treatment plants rely in large part on microorganisms for water purification, and
natural systems do the same. In nature, wetland, waterway, and watershed root
systems combine with soil adsorption and filtration to accomplish water
purification.
f. Nutrient Recycling and Waste Disposal: Bacteria and nitrogen are not the only
contributors to the waste management services of ecosystems. Fungi, protists, and
scavengers help to decompose waste and dead organisms so that new life can reuse
the available nutrients.
g. Pollination: The list of biotic pollinators, essential for sexual reproduction in many
plants, is long including not only insects such as wasps, bees, ants, beetles, moths,
butterflies, and flies, but also fruit bats and birds such as hummingbirds, sunbirds,
spiderhunters, and honeyeaters.

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3. Aesthetic Value
A lot of species provides visual or artistic enjoyment.
a. Cultural, Intellectual, and Spiritual Inspiration: Music, art, poetry, dance,
mythology, and cuisine all reflect and depend on the living species with whom we
share the Earth. Our cultures reflect local and regional variations, and as such,
biodiversity underlies our very identities.
b. Recreational Experiences: Many people choose to use vacation and recreation time
to explore natural ecosystems. Outdoor recreational activities – many of which are
increasing in popularity - include hunting, fishing, hiking, camping, bird-, butterfly-
and whale- watching, gardening, diving, and photography. Indoor hobbies such as
aquariums also celebrate biodiversity.

Population Ecology

A population is a group of organisms of the same species

that live in a particular area. The changes in the sizes, needs,
distributions, and relationships of organisms that make up
populations are the concern of population ecology.

Any condition of the environment that limits the size of a

population is limiting factor. Disease, availability of water,
pollution, competition for food, climate, parasitism, and predation are examples of limiting factors.

Population Growth

The potential for a population to outgrow its resources exists in all populations. Population
size is the number of individuals in a given area. This feature is directly affected by birth rate
which is the number of individuals born in a year and death rate which is the number of deaths in
a year. Population density is the average number of individuals in a population per unit of area or
volume. The individuals of a certain species may opt to move from one place to another, this is
called migration. There are two types of migration, namely immigration and emigration.
Immigration is the movement of individuals into a population. On the other hand, emigration is
the movement of individuals out of a population

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Carrying Capacity

Carrying capacity is the maximum population size that can

be supported by the available resources in a given area. The ideal
number of organisms in a given area is determined by the resources
available in that area. So, if a certain population size exceeds its
resources, then there is a condition called overpopulation. This
means that the resources are rapidly depleting and exhausted thus
problems like competition, degradation of the environment,
limited food and water supply, lack of space, diseases and eventually
death can occur.

Limiting Factors

A limiting factor is a resource or environmental condition which limits the growth,

distribution or abundance of an organism or population within an ecosystem. These can be either
physical or biological factors which can be identified through a response of increased or decreased
growth, abundance, or distribution of a population, when the factor is changed and when the other
factors necessary to life are not.

Density dependent factors are those factors whose effect

on a population is determined by the total size of the population.
This is the biotic factors living in an ecosystem. As an example,
disease is likely to spread quicker through a larger, denser
population, impacting the number of individuals within the
population more than it would in a smaller, more widely
dispersed population.

Some density-dependent limiting factors involve

interactions between members of the same population or
between members of different population. Competition,
predation, and parasitism are examples of interactions between members of different populations.

Competition occurs when organisms try to make use of the same resources. Animals
compete for food, water, mates and living space. Plants compete for water, minerals, pollinators,

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and sunlight. The limits of the resources define the carrying capacity of the environment.

Predation exists among all consumers. The organisms

eaten by consumers are prey. A lion that eats a deer is a predator.
A large population of prey animals can lead to an increase in
the predator population. Changes in the size of predator prey
populations often occur in cycle.

Parasitism is a relationship in which one organism feeds

on the tissues or body fluids of another organism. In this
relationship, one member is benefited and the other is harmed.
The member that benefits in a parasitic relationship is the
parasite, and the other member that is harmed is the host. An
increase in a parasite population can cause a decrease in the host
population.

Self – Check #2
Before you continue, let’s have a quick self-check.

1. Are humans affected by the factors of biodiversity? If so, how are we affected by the likes
of the carrying capacity and limiting factors?
________________________________________________________________________
________________________________________________________________________.

2. How do you propose to help humanity in controlling the carrying capacities and limiting
factors affecting our species? What solutions do you propose?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.

Good job! That’s the end of the text. I hope you learned a lot from what you have read.

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BEDAN VALUE- Resourcefulness – it is the ability to make do with what is available to

create a solution and overcoming possible problems that may arise.

Manifestation: Maximize resources, repair, reuse, and recycle.

You have learned in this lesson that nothing is permanent in this world, even the Earth's resources
to support life. You also figured out that human activities greatly affect our environment. And for
us to survive, we need to think of possible ways and to work hand in hand with the environment
to solve this problem.

How about you? What are the simple things that you can do to help our environment/biodiversity?
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That’s all for today! Get your checklist and write “done” under remarks. You may now close this
module

STOP HERE and CLOSE YOUR MODULE

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Hi! You’re back. You are now on the 3rd chunk of the module. For today you will be working on
the “KEEP ON PRACTICING” activities up to the FORMATIVE TEST. The practice tests here
will check how much knowledge you’ve got already and also help you master the lesson.

SELF- CHECK
A. Identification
Directions: Write in the space provided Homologous if the structures below are
homologous and Analogous if they are analogous.

Structure Classifica
tion

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B. Checking of Vocabulary.
Directions: Use the words inside the box to complete each sentence below.

Carrying capacity Species Diversity Parasitism

Population growth Competition Genetic diversity
Species Predation Ecosystem diversity

1. The variation of ecosystems that include differences in habitats, types of community and
abiotic environments in an area is called _____.

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2. ______ is defined as the number of species and abundance of each species that live in a
particular location.
3. _____ is the maximum population size that can be supported by the available resources in
a given area.
4. This occurs when organisms try to make use of the same resources. _____
5. _____ is a biological interaction where one organism, the predator, kills and eats another
organism, its prey.

C. Modified True or False.

Directions: On the space provided before each number, write T if the statement is true and
if not, underline the word or phrase that makes it incorrect and write the correct word or phrase.

____________ 1. The theory of evolution by natural selection, first formulated in Darwin's book
"On the Origin of Species".
____________ 2. Divergent evolution is the process in which organisms that are not closely related
independently evolve similar features.
____________ 3. Comparative Embryology is the comparative study of the body structures of
different species of animals in order to understand the adaptive changes they have undergone in
the course of evolution from common ancestors.
____________ 4. The increase in population growth directly affects the carrying capacity.
____________ 5. Density independent factors are those factors whose effect on a population is
determined by the total size of the population.

I think you are now ready to take another challenge. Now, let’s see if you can do this last test
perfectly.

Please answer this assessment without checking the other parts of the module. Good luck!

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Formative Assessment

Directions: Read each question carefully and circle the letter of your answer. Choose the best
answer.

1. Which of the following statements does not describe evolution?

A. If there’s mutation, there’s evolution.
B. Evolution refers to change.
C. Evolution is continuous.
D. The world is stable and unchanging.

2. This is the remnant, impression, or trace of an animal or plant of a past geologic age that
has been preserved in Earth’s crust.
A. Fossils
B. Evolution
C. Mutation
D. Adaptation

3. Which of the following is true of analogous structures?

A. They have the same function, and the same ancestry.
B. They have the same ancestry, but may have different functions.
C. They have different ancestry, and different functions.
D. They have the same function, but different ancestry.

4. Which pairs of animals shows a correct example of homologous structures?

A. Wings of butterfly and wings of bat.
B. Flipper of whale and forelimb of human.
C. Flipper of whale and flipper of penguin
D. None of the above

5. Which of the following is also described by Charles Darwin as ―survival of the fittest?
A. Competition
B. Overproduction
C. Natural selection
D. Natural variation

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6. The carrying capacity, of an environment is reached when:

A. Food resources are plentiful
B. A population damages the environment
C. The growth rate of a population reaches a plateau
D. Food resources are scarce

7. Which of these limiting factors would be density independent?

A. A food source
B. Intraspecific competition
C. A volcanic eruption
D. None of the above

8. Temperature is an example of a/an:

A. Environmental limiting factor
B. Resource
C. Density dependent factor
D. Food source

9. Healthy biodiversity provides:

A. Protection of water resources.
B. Soil formation and protection.
C. Nutrient storage and recycling.
D. All of the above

10. The loss of what type of species probably has the greatest effect on an ecosystem?
A. M An omnivore
B. A producer
C. A consumer
D. An herbivore

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If you are done answering, get the answer key and check your answers. What’s your score?
________

Are you satisfied with the result?__________.

This is all for today. For now, get your checklist and write “done”.

Thank you!

Hello! You will now be working on the 4th and last chunk of your module which includes the
floater activities found below plus the activity in the GO DEEPER.

Your score in the Formative test will determine which among of the “Floater” activities you need
to do to be able to prepare you for deeper and more challenging tasks.

If your score is 0, -5, you need to do “Floater # 1 activity.

If your score is 6 to 8, you will do “Floater #2 activity.

If your score is 9-10, you will do “Floater #3 activity.

Did you get it? Okay, if you are ready, look for your floater activity.

Floater #1 activity

Look at the items you missed, and then go back to the module. Go over with it again. Know why
you got those items wrong. Answer again your missed items. Did you get them right now? Very
good! If you did it perfectly, you may do the activity in “floater #2 and #3”.

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Floater #2 activity

Watch the video link about why biodiversity is important.

https://www.youtube.com/watch?v=GK_vRtHJZu4

What additional information did you get from the video? Explain your answer.

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Floater #3 activity

Watch the video link to know more about A brief history of Life on Earth.

https://www.youtube.com/watch?v=-Wfu0GR-mE8

What additional information or points did you get from the video? Explain.

______________________________________________________________________________

******************************************************************************

How are you feeling now? Tired? Yes I understand. But I hope you’re also feeling satisfied and
proud of yourself already. Imagine you are learning by yourself alone! That’s great!

You are almost done with your first module. Let’s have the last one.

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For the next part, you will answer the question/s based on your career track. Your response will
be GRADED. The question is worth 5 POINTS.

For ICT students:

How do you feel about humanity integrating technology into our bodies for improvement? Do you
think it’s the next evolutionary step for us as a species? Is this integration good or bad overall?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

For Arts and Letters students:

How can you promote the preservation of certain animals and plants that are endangered, but are
generally unaesthetic to most people? How can you motivate people in protecting these organisms
that aren’t seen as “cute” or “inspiring”?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

For ABM students:

At the rate at which humanity is industrializing the world around us, how do you propose we solve
the problem of unsustainable production of resources? How do we solve the problems of pollution
and overexploitation of livestock for our own sake?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

For Physical Science students:

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Land is an important part of our livelihood and general living. With the decreasing access to lands
and with us resorting to driving organisms out of their habitats, how do you propose we move
forward in building our society sustainably?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

For Medical Science students:

Knowing that we are not that different from other organisms in this Earth evolutionarily speaking,
how does that help us in understanding our anatomy and physiology? How can evolution teach us
on how to take better care of our health?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

******************************************************************************
Congratulations! You did a great job! You are now done with module 6. I hope you had fun
accomplishing this module. You can now prepare yourself to the next module that starts with
chemistry!

Checklist

Here‘s your checklist. Write “done” under Remarks after you have completed the task/activity.

Chunk Activities Remarks

1st GEAR UP & DIP INTO

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FOCUS ON
2nd– 5th
KEEP ON PRACTICING (up to FORMATIVE
6th – 7th
TEST only)
8th FLOATER activity & GO DEEPER

References

1. https://www.yourgenome.org/facts/what-is-
evolution#:~:text=In%20biology%2C%20evolution%20is%20the,and%20gradually%
20change%20over%20time.https://training.seer.cancer.gov/anatomy/endocrine/
2. https://en.wikipedia.org/wiki/Jean-
Baptiste_Lamarckhttps://www.healthline.com/health/hormonal-imbalance#signs-or-
symptoms
3. https://necsi.edu/what-lamarck-
believed#:~:text=Lamarck%20is%20best%20known%20for,passed%20on%20to%20
it s%20offspring.https://mayfieldclinic.com/pe-anatbrain.htm
4. Chanco, C. R. (2002). Biological Science. Paranaque City, Philippines: ACNN
Printing Press.
5. https://www.livescience.com/474-controversy-evolution-works.html
6. https://biologydictionary.net/divergent-evolution/
7. https://biologydictionary.net/convergent-evolution/
8. https://www.biologyonline.com/dictionary/parallel-evolution
9. https://opentextbc.ca/conceptsofbiologyopenstax/chapter/evidence-of-evolution/
10. https://www.britannica.com/science/comparative-anatomy
11. https://biologydictionary.net/biogeography/
12. https://www.ck12.org/book/ck-12-biology-advanced-concepts/section/10.23/
13. https://opentextbc.ca/conceptsofbiologyopenstax/chapter/mechanisms-of-evolution/
14. https://byjus.com/biology/what-is-adaptation/
15. https://www.nationalgeographic.org/encyclopedia/biodiversity/#:~:text=Biodiversity
%20 is%20a%20term%20used,bacteria%2C%20animals%2C%20and%20humans.
16. https://eatlas.org.au/content/what-biodiversity#genetic-diversity
17. https://www.ck12.org/book/ck-12-biology-advanced-concepts/section/18.38/
18. https://www.slideshare.net/daniholic/science-10-learners-material-unit-3

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19. https://bio.libretexts.org/Bookshelves/Introductory_and_General_Biology/Book%3A
_Int roductory_Biology_(CK-
12)/06%3A_Ecology/6.17%3A_Population_Size_Density_and_Distribution
20. Chanco, C. R. (2002). Biological Science. Paranaque City, Philippines: ACNN
Printing Press.
21. Datukan, Janir T., et.al. Mixploring Science 10. Vibal Group Inc. 2017.
22. https://www.britannica.com/science/carrying-capacity
23. https://biologydictionary.net/limiting-factor/
24. https://worldpopulationhistory.org/carrying-capacity/

ANSWER KEY

KEEP ON PRACTICING

Self-Check
A. Identification
1. Homologous
2. Analogous
3. Homologous
4. Analogous
5. Homologous

B. Checking of Vocabulary
1. Ecosystem diversity
2. Species diversity
3. Carrying capacity
4. Competition
5. Predation

C. Modified True or False

1. T
2. Divergent – Convergent

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3. Embryology – Anatomy
4. T
5. T

Formative Assessment
1. D 6. A
2. A 7. A
3. D 8. B
4. B 9. D
5. C 10. C

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