Republic of the Philippines

Department of Education
Region I
SCHOOLS DIVISION OF ILOCOS NORTE

General Biology 2
Quarter III – Module 3:
Relevance, Mechanisms,
Evidence/Bases,and Theories of
Evolution

MELC: Show patterns of descent with modification from

common ancestors to produce the organismal diversity
observed today. (STEM_BIO11/12-IIIc-g-11)

MELC: Trace the development of evolutionary thought.

(STEM_BIO11/12-IIIc-g-12)

Prepared by:

DAEVAN D. VERDADERO
Malaguip Integrated School
General Biology 2 – Grade 11
Share-A-Resource-Program
Quarter 3 – Module 3: Relevance, Mechanisms, Evidence/Bases and
Theories of Evolution
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in
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these materials from their respective copyright owners. The publisher and authors
do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Daevan D. Verdadero
Editor: Sherwin Jay Palaspas, Marissa Areola
Reviewers/Evaluators: Rajah Adib Reyes, Jerry G. Tabrilla,
Ursino C. Pascua
Management Team: Joann A. Corpuz EdD, CESO VI
Joye D. Madalipay EdD
Santiago L. Baoec EdD
Jenetrix T. Tumaneng
Jerry G. Tabrilla
Ursino C. Pascua

Division Design & Layout Artist: Jann Mark P. Sinang

Printed in the Philippines by ______________________________

Schools Division of Ilocos Norte
Office Address: Brgy. 7B, Giron Street, Laoag City, Ilocos Norte
Telefax: (077) 771-0960
Telephone No.: (077) 770-5963, (077) 600-2605
E-mail Address: ilocos.norte@deped.gov.ph
 11
General Biology 2
Quarter III – Module 3:
Relevance, Mechanisms,
Evidence/Bases,and Theories of
Evolution
Introductory Message
This Contextualized Learning Module (CLM) is prepared so that you, our dear
learners, can continue your studies and learn while at home. Activities, questions,
directions, exercises, and discussions are carefully stated for you to understand each
lesson with ease.

This CLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.

Pre-test is provided to measure your prior knowledge on the lesson. This will
show you if you need to proceed in completing this module or if you need to ask your
facilitator or your teacher’s assistance for better understanding of the lesson. At the
end of this module, you need to answer the post-test to self-check your learning.
Answer keys are provided for all activities and tests. We trust that you will be honest
in using them.

In addition to the material in the main text, Notes to the Teacher is also
provided to our facilitators and parents for strategies and reminders on how they can
best help you in your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part
of this CLM. Use a separate sheet of paper in answering the exercises and tests.
Likewise, read the instructions carefully before performing each task.

If you have any question in using this CLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.
 What I Need to Know

This module gives you concepts on the evolution of life on Earth. This
view fascinates many people. So, this module offers a brief explanation about
evolution.

The module consists of the following lessons:

The module covers:
 Lesson1- Descent with modification
 Lesson 2-Evolutionary thought

After going through this module, you are expected to:

1. list the scientists that studied the diversity of life;
2. identify processes that involved descent with modification;
3. show patterns of descent with modification from common ancestors
to produce the organismal diversity observed today;
4. determine the contributions of scientists that explained the diversity
of life; and
5. trace the development of evolutionary thought.

What I Know

Directions. Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.

1. Which person is incorrectly matched with a term or idea?

a. Linnaeus- acquired characteristics
b. Lyell- uniformitarianism
c. Aristotle- scala naturae
d. Georges Cuvier- catastrophism

2. Darwin’s Theory, as presented in The Origin of Species, mainly

concerned____________.
a. how new species arise
b. the origin of life
c. how adaptations evolve

1
 d. the genetics of evolution

3. Darwin conceptualized the idea of evolution in__________.

a. England
b. Galapagos Island
c. South Africa
d. Indian Ocean

4. Who is the scientist that conceptualized that species change as they spread from
their original location?
a. Aristotle
b. Buffon
c. Lamarck
d. Lyell

5. Which of the following branches of science deals with the study of fossils?
a. evolution
b. paleontology
c. petrology
d. microevolution

6. Which of the following theories explains the profound geologic changes took place
through the cumulative effect of slow but continuous processes identical to those
currently operating?
a. uniformitarianism
b. gradualism
c. evolution
d. catastrophism

7. Which of the following concepts explains the idea that individuals with certain
inherited characteristics leave more offspring than individuals with other
characteristics?
a. natural selection
b. adaptation
c. artificial selection
d. mutation

8. The smallest biological unit that can evolve over time is____________.
a. a particular cell
b. an individual organism
c. a population
d. a species

9. Who among this scientists proposed that all changes in nature are gradual?
a. Charles Lyell
b. Georges Cuvier
c. Charles Darwin
d. James Hutton

10. Which of the following ideas is common to both Darwin’s and Lamarcks’s theories
of evolution?
a. The fossil record supports from the view that species are fixed.

2
 b. Adaptation results from differential reproductive success.
c. Evolution drives organisms to greater and greater complexity.
d. Evolutionary adaptation results from the interactions between organisms and
their environments.

11. Which of the following is true about On the Origin of Species?

a. It was first published by Charles Darwin.
b. It talked on the natural selection as an evolutionary mechanism.
c. It does not offered abundant evidences for the idea of descent with modification
d. It developed points such as mutation, natural selection and adaptation.

12. Which of the following statements is correct about natural selection?

a. It involves interactions between population and their environment.
b. It shapes populations in many ways.
c. It occurs when a population with certain genotypes-those are best suited to the
environment-have greater reproductive success than other populations.
d. It is driven by an tendency toward greater and greater complexity.

13. In which type of rock can fossils be found?

a. Extrusive igneous rock
b. Intrusive igneous rock
c. Metamorphic rock
d. Sedimentary rock

14. Which of the following is true about Galapagos Island?

a. It is located in Indian Ocean.
b. It has seven major islands.
c. It is situated in Ecuador.
d. It has few organisms lived.

15. Who among these scientists proposed that new species come from existing
species through environmental forces?
a. Aristotle
b. Buffon
c. Lamarck
d. Lyell

How did it go? Did you get the right answers? Look again at your score and
assess if you still need to acquaint yourself with the topic or if you can now proceed
to the next module by identifying your level below:
 100% correct – skip the module
 50% to 99% correct – proceed with the module
If your score falls under the second, worry not. Accomplish and complete all
the activities in this module and learn why evolution affects the environment.

3
 Lesson
Descent with Modification
1

What’s In

Empirical studies have profoundly changed thinking about the origin of species.
Around two centuries ago, no one knew how old the Earth is. After a century, scientists
discovered that Earth is millions of years old, but many believed that there is a supreme being
that created all species. Nowadays, scientists rely on various evidences that explain on life’s
diversity.

You learned from your past lessons that gene is a DNA sequence that encodes a protein:
in part, an organism’s protein determine its traits. Furthermore, every gene can have multiple
alleles. In addition, population consists of interbreeding members of the same species. So, this
lesson reveals how organisms evolve.

Note the Teachers

The teacher must consider the prerequisite skills needed in
the development of this competency including the schema or
background knowledge which may reinforce learning. This module
will help the learners bridge the gap of learning to attain mastery
of the lesson in its spiral progression.

4
 What is New

Learn more about descent with modification by answering the activities.

Activity 1: Word Cryptogram

Directions: To come up with the correct answer for each number, unscramble the letters by
placing the correct letter sequence in the shaded box. Use the number boxes to complete the
answer to the riddle below.

D H L S N W C A R I E R A

L T O N P U O A T I

E G E B A M H E

L I N A U L R E S E C T O N T A

7 6 4 5

1 2 3 4 5 6 7

Riddle: a particular kind of organism

Did you enjoy doing the cryptogram? Yes. Just like cryptogram, let us unravel the how
organisms evolve as you go through this module, you will learn to appreciate these secrets.

5
 What is It

After you go through the activity, read the selection below and describe on how
organisms evolve. Let us explore how we are related to other organisms.

 Charles Darwin was born in Shrewsbury, in western

England in 1809.

 As a young, he had a consuming interest in nature.

 His father sent him to the University of Edinburgh to

study medicine, but he dropped out without a degree
and enrolled at Cambridge University with the intent of
becoming a clergyman.

 In 1831 when he Image source:

received his B.A degree. https://www.google.com

 After graduation, one of his professors named Henslow recommended that Darwin will
join the crew of the survey ship HMS Beagle as ship naturalist and conversation
companion to Captain Robert FitzRoy.

 At the age of 22, Darwin started to sail. Capt. FitzRoy chose Darwin because of his
education and because his age and social class were similar to those of the captain.

The voyage of the Beagle

Image source: https://www.google.com

6
  The five-year voyage of the Beagle has its primary mission was to chart poorly known
stretches of the South American coastline.

 Darwin spent most of his time on shore collecting and observing thousands of organisms
like flora and fauna lived in South America while the crew surveyed the coast.

 Darwin amazed by the Brazilian jungles, the grasslands of the Argentine pampas, the
beautiful desolation of Tierra del Fuego near Antarctica, and the heights of the Andes.

 He noted that the inhabited plants and animals of South America were very different
from those of Europe.

 He observed that flora and fauna lived from temperate (mild) regions of South America
more closely resembled organisms from the tropics of South America than those from
temperate regions of Europe.

 Furthermore, the South American fossils, though different from modern species, more
closely resembled modern species from South America than those from Europe.

 Darwin read Lyell’s Principles of Geology when he at the Beagle. He found fossils of
oyster shells at the height of 13, 000 feet above sea level particularly at the Andes
Mountain and concluded that the rocks containing these fossils had been raised there by
a series of similar earthquakes. These observations helped Darwin to accept the Lyell’s
ideas.

 Another significant event of the voyage when the Beagle’s visit to the Galápagos
Islands, a group of young volcanic islands 900 km west of the South American coast.

 Darwin significantly noted the unusual organisms found at the island. He

observed that while most of the animal species on the Galápagos lived nowhere else,
they resembled species living on the South American mainland. With this, he
hypothesized that the islands had been colonized by plants and animals from the
mainland that had later diversified on the different islands.

Darwin’s focus on adaptation

 While on the Beagle, Darwin observed many examples of adaptations, characteristics
of organisms that enhance their survival and reproduction in specific environments.

￮ Take note that the everyday meaning of

adaptation refers to a change that occurs in a single
individual's lifetime, while the evolutionary
meaning refers to a trait that has developed over
many generations.
 After his return to Great Britain in 1836, Darwin began to understand that the origin of
new species and the adaptation of species to their environment were closely related
processes.

7
  Darwin explained that adaptations arise by natural selection, a process in which
individuals with certain inherited characteristics leave more offspring than individuals
with other characteristics.

Could a new species arise from an ancestral form by gradually accumulating

adaptations to a new environment?
-For example, clear differences in the beaks among the 13 species of Galápagos finches
are adaptations to the specific foods available on their home islands.

 By the early 1840s, Darwin had developed the major features of his theory of natural
selection as the mechanism for evolution. In the 1859, he published the book The Origin
of Species.

 The theory of evolution by natural selection was presented in The Origin of Species with
clear logic and numerous supporting evidences.

 Within a decade, The Origin of Species had convinced most biologists that the diversity
in the living world was the result of evolution.

The Origin of Species

 Charles Darwin never used the word evolution in the first edition of The Origin
of Species, although the final word is referring instead to descent with
modification.

Descent with modification.

￮ All living organisms are related to each other due to their descent from a common
ancestor that lived in the distant past.
￮ Over evolutionary time, the descendants of that common ancestor have
accumulated diverse modifications, or adaptations, that allow them to survive and
reproduce in specific habitats.

￮ Gradually, descent with modification has led to the rich diversity of life we see
today.

8
 The history of life resembles a tree, with multiple
branches from a common trunk.

￮ If we try to visualize the descent with

modification, closely related species, the
twigs on a common branch of the tree, shared
the same line of descent until their recent
divergence from a common ancestor.

Image source: https://www.google.com

Artificial selection, natural selection, and adaptation
 Natural selection was proposed by Darwin as a mechanism in order to proposed explain
the observable patterns of evolution.

 To make his argument, Darwin used the process of artificial selection as an example.

￮ Humans have modified several domesticated flora and fauna over

many generations by selecting individuals with the desired traits as
breeding stock.

￮ Darwin himself was an amateur pigeon breeder and he understood that

breeders could influence traits in a population by choosing parents with
specific characteristics.
 Darwin described five observations of nature, from which he drew two
inferences.

9
Image source: https://www.google.com

 Below is a figure that shows how Darwin’s theory might play out in a
population of chiles eaten by packrats.

Image source: Campbel l (1996). Biology 4th Edition.

10
 What’s More

Did you carefully read and dissect the information about the life of Charles Darwin and
his journey in seeking the truth on the origin of species? Were you amazed on the discoveries
of Charles Darwin? That’s correct! These are very significant page in our life history on Earth.
Now, it is the time to complete these activities to apply what you have learned so far. After,
take the assessment and accomplish the additional activities.

Image Source: https://www.google.com

Questions for analysis:

1. Explain the picture using the concepts what you have learned.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. In your own perspective, do you believe the concept of evolution?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

11
 What I have Learned

Complete the phrases using the concepts that you have learned about the Theory of
Evolution by Charles Darwin.

I have learned that

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

I came to realize that

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

I wish to know more

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

What I Can Do

The concepts that were described earlier are the processes on how organisms evolve.
The Theory of Evolution changed the whole stream of science because it explains how
organisms evolved and still evolving. With these in mind, does SARS-CoV2 is a product of
evolution? Explain briefly using the principles on Theory of Evolution.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

12
 Lesson
Evolutionary Thought
2

What’s In

You learned from your first lesson of this module that evolution explains how did life
evolve. Also, the processes involved in evolution. What is the history behind the discovery of
the Theory of Evolution by Charles Darwin? People began pondering life’s diversity well
before the birth of Charles Darwin. In fact, he typically receives credit for formulating the
Theory of Evolution. So, this lesson gives us a brief glimpse into the history of evolutionary
thought.

Note the Teachers

The teacher must consider the prerequisite skills needed in
the development of this competency including the schema or
background knowledge which may reinforce learning. This module
will help the learners bridge the gap of learning to attain mastery
of the lesson in its spiral progression.

What is New

Let us try to trace on how scientists pondered on the Theory of evolution by answering
the activities.

Activity 1: Let Us Find Out!

13
Unscramble the letters by placing the correct letter sequence in the boxes to come up with the
correct answer for each number. Write your answers in the blank provided for. Use the
numbered boxes to answer the magic word.
1. Individuals in a species are basically R T E O T I A S L
identical and species are unchanging.

2. Species change as they spread from their N F O F U B

original location.

3. New species come from existing species

through environmental forces. M A R L K A C

E L L Y L
4. Principles of Geology.

N R D I W A
5. Descent with modification.

Did you enjoy doing the activity? Yes. Just like solving the puzzle, let us continue
unravel the secret of evolution by tracing the history of evolutionary thought as you go through
this module, you will learn to appreciate one of the most interesting concepts in Biology.

What is It

After you go through the activity, read the selection below and let us try to explore and
trace on how scientists developed the ideas of evolution.

Traditional views by several scientists on the Theory of Evolution

At age 22, Charles Darwin offered a position in HM Beagle to have the voyage. The 5-year
voyage began his intellectual voyage toward the fundamental concept of modern biology.

14
 The hypothesis of Charles Darwin serves as basis of many other individuals, most
notably geologists of the day.

 In ancient Greece, Aristotle (384–322 A.D.) recognized that species were fixed and
unchanging. This served as predominant view before the voyage of Darwin.

￮ Based from the account of the Bible specifically in the Old Testament that God
created human. By the 1700s, the adaptations of organisms were seen as evidence
that the Creator had designed each species for a purpose.
￮ Interestingly, people realized that some organisms were less developed (i.e., more
primitive) than others and they used this as a means of organizing life forms.
However, this did not imply any kind of evolutionary relationship, but rather the
order of their creation.
 Charles Darwin’s views were influenced by fossils. These are remains or traces of
organisms that have become mineralized within sedimentary rocks.

￮ When mud and sand settle to the bottom of

seas, lakes, and marshes it formed sedimentary
rocks.
￮ Strata means the new layers of sediment
cover older ones, creating layers of rock.

￮ Through the process of erosion carve through

sedimentary rock to expose older strata at the
surface.

￮ Fossils within layers of sedimentary rock

present an ordered succession of organisms
that
Image source: https://www.google.com
have populated Earth
throughout time.

 French anatomist Georges Cuvier (1769–1832)

that largely developed the concept of
Paleontology. This is the study of fossils. In
examining rock strata in the Paris Basin, Cuvier
realized that the older the strata, the more different
the fossils were from modern life.

￮ Extinction had been a common occurrence in

the history of life.
￮ He
Image source: https://www.google.com advocated catastrophism
instead of evolution. He made

15
 speculations that boundaries between strata were due to local floods or droughts that
destroyed the species then present.

￮ He suggested that places stripped of life due to some catastrophe were later
inhabited by new species immigrating from neighbouring places.

 Scottish geologist James Hutton (1726–1797) proposed

the theory of gradualism that contradicts the view of
Cuvier on catastrophism. This described that profound
geologic changes took place through the cumulative
effect of slow but continuous processes identical to those
currently operating.

￮ Hutton explained that valleys were formed by

rivers flowing through rocks, and sedimentary rocks
were formed from soil particles that eroded from land
and were carried by rivers to the sea.
Image source: https://www.google.com

 In 1749, Georges-Louis Buffon, a French Naturalist became one of the first to suggest
that species change as they spread from their original location.

 Later, geologist Charles Lyell (1797–1875) proposed a theory of uniformitarianism.

This theory described that geologic processes had not changed throughout Earth’s
history. That is, geological changes that occurred in the past were still occurring and
that the same rules were in effect.

Take note! Hutton and Lyell had a strong influence on Darwin.

￮ First, if geologic changes result from slow, continuous processes rather

than sudden events, then the Earth must be far older than the 6,000 years
estimated by Biblical scholars.
￮ Second, gradual processes that last for long periods of time can also act
on living organisms, producing substantial changes in them over a long
period of time.

 Then, in 1809, French taxonomist Jean-Baptiste de

Lamarck (1744–1829) proposed the first
scientifically testable evolutionary theory. He
published a theory of evolution based on his
observations of fossils.

16
  Conversely, by comparing fossils and current species, he found that there are
several lines of descent. Each line of descent was a chronological series of
older to younger fossils, leading to a modern species.

 Moreover, Lamarck explained his observations with two principles namely: use and
disuse of parts and the inheritance of acquired characteristics.

￮ Use and disuse described that the body parts that are used regularly
become larger and stronger, while those that are not used disappear.

￮ The inheritance of acquired characteristics stipulated that

modifications acquired during the life of an organism can be passed on to
offspring.
 For example, the long neck of the giraffe. He explained that the
long, muscular neck of the modern giraffe evolved over many
generations as the ancestors of giraffes reached for leaves on
higher branches and passed this characteristic on to their
offsprings.

Image source: https://www.google.com

 Lamarck reasoned that evolutionary change was driven by a deep-rooted drive of

organisms to become more complex.

 His theory was a visionary attempt to explain the fossil record and the current diversity
of life with recognition of gradual evolutionary change.

￮ However, modern genetics has provided no evidence that acquired

characteristics can be inherited.
Take note! Acquired traits such as a bodybuilder’s bigger muscles do not change the genes
transmitted through gametes to offspring.

17
  Alfred Wallace is a British naturalist observed the diverse insects, birds and mammals
of South America and Southeast Asia. His manuscript explained that natural selection
was the driving force of evolution. Both Wallace and Darwin presented their
manuscripts at a scientific conference. In 1859, Darwin finally published his 490-page
manuscript titled On the Origin of Species by Means of Natural Selection, or
Preservation of Favoured Races in the Struggle for Life.

What’s More

Did you understand the brief history of evolutionary thought? Were you traced on the
history of the evolutionary thought? That’s awesome! Tracing the history of the evolutionary
thought gives us the knowledge about revealing the contributions of forerunners of evolution.
Now, it is the time to complete these activities to apply what you have learned so far. Work on
the next activities as you apply what you have learned so far. Take also the assessment and
accomplish the additional activities.

Activity 1. Tracing Time. Give the significant contributions of the forerunners of evolution.

18
Self-Check:
 Why do we need to identify the contributions of the forerunners of evolution?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
 Is it relevant of an organism to evolve?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

What I have Learned

On the space provided below, list down the concepts that you have gained from the
activities.

These are the concepts that I have learned so far:

I will be able to use these concepts for my:

19
 What I Can Do

Maria immigrated to Baguio City from Laoag City, Ilocos Norte when she was a child.
She initially found the low temperature to be intolerably cold during Amihan. After
graduation, she took a job as a tourist guide which forced her to spend many hours outside.
She’s now so comfortable in low temperature that she often only needs a light sweater and
hat, even on the coldest of days. When Maria had children of her own, would you expect
that they would be as comfortable in the cold as their mother is? Why or why
not?____________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Assessment

Direction. Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.

1. Which person is incorrectly matched with a term or idea?

a. Linnaeus- acquired characteristics
b. Lyell- uniformitarianism
c. Aristotle- scala naturae
d. Georges Cuvier- catastrophism

20
2. Darwin’s Theory, as presented in The Origin of Species, mainly concerned
a. how new species arise
b. the origin of life
c. how adaptations evolve
d. the genetics of evolution

3. Darwin conceptualized the idea of evolution in__________.

a. England
b. Galapagos Island
c. South Africa
d. Indian Ocean

4. Who is the scientist that conceptualized that species change as they spread from their original
location?
a. Aristotle
b. Buffon
c. Lamarck
d. Lyell

5. Which of the following branches of science that deals with the study of fossils?
a. evolution
b. paleontology
c. petrology
d. microevolution

6. Which of the following theories that explains the profound geologic changes took place
through the cumulative effect of slow but continuous processes identical to those currently
operating?
a. uniformitarianism
b. gradualism
c. evolution
d. catastrophism

7. Which of the following concepts in which individuals with certain inherited characteristics
leave more offspring than individuals with other characteristics?
a. natural selection
b. adaptation
c. artificial selection
d. mutation

8. The smallest biological unit that can evolve over time is

a. a particular cell
b. an individual organism
c. a population
d. a species

9. He proposed that all changes in nature are gradual.

21
 a. Charles Lyell
b. Georges Cuvier
c. Charles Darwin
d. James Hutton

10. Which of the following ideas is common to both Darwin’s and Lamarcks’s theories of
evolution?
a. The fossil record supports from the view that species are fixed.
b. Adaptation results from differential reproductive success.
c. Evolution drives organisms to greater and greater complexity.
d. Evolutionary adaptation results from the interactions between organisms and their
environments.

11. Which of the following is true about On the Origin of Species?

a. It was first published by Charles Darwin.
b. It talked on the natural selection as an evolutionary mechanism.
c. It does not offered abundant evidences for the idea of descent with modification
d. It developed points such as mutation, natural selection and adaptation.

12. Which of the following statements is correct about natural selection?

a. It involves interactions between population and their environment.
b. It shapes populations in many ways.
c. It occurs when a population with certain genotypes-those are best suited to the
environment-have greater reproductive success than other populations.
d. It is driven by an tendency toward greater and greater complexity.

13. In which type of rock can fossils be found?

a. Extrusive igneous rock
b. Intrusive igneous rock
c. Metamorphic rock
d. Sedimentary rock

14. Which of the following is true about Galapagos Island?

a. It is located in Indian Ocean.
b. It has seven major islands.
c. It is situated in Ecuador.
d. It has few organisms lived.

15. He proposed that new species come from existing species through environmental forces.
a. Aristotle
b. Buffon
c. Lamarck
d. Lyell

22
 Additional Activities

Additional Activity 1

Directions: Below are words that have been divided into halves. Find the pieces that fit
together and write the word in the space provided for you.

URAL SEL WIN SIL SPE

POPU EVO LA TA ORI
LUTION CENT WAL STRA LY
DES DIVER ARIS FOS GIN
SITY MARCK LATION DAR ING
LACE NAT TOTLE ECTION CIES

ANSWERS

Additional Activity 2. Title of an Article Analysis

The following are titles of articles about evolution that are currently published. Explain
briefly the title applying the concepts you learned.

1. ‘Rapid evolution’ means humans now being born without wisdom teeth
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2. You are what you eat
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3. Researchers examine the decline in average body temperature among healthy adults over
the past two decades
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Answer Key
Assessment
1. A 2. C 3. B 4. B 5. B 6. B 7. A 8. C 9. A 10. A 11. B 12. B 13. D 14. C
15.C
LESSON 1 LESSON 2
What’s New What’s New
1. Charles Darwin 1. Aristotle
2. Population 2. Buffon
3. HM Beagle 3. Lamarck
4. Natural Selection 4. Lyell
Riddle: Species 5. Darwin

What’s More What’s More

Answer may vary Aristotle-individuals in a species are
basically identical and species are
What I Have Learned unchanging
Answer may vary Buffon-species change as they spread from
their original location
What I Can Do Lamarck-new species come from existing
Answer may vary species through environmental forces
Lyell-all changes in nature are gradual
Darwin and Wallace-individual in a
population are different; species arise through
the process of natural selection

Self- Check
Answer may vary

What I Can Do
Answer may vary

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 What I Have Learned
Answer may vary

References
Campbell, Neil. 1996. Biology 4th Edition. The Benjamin/Cumming Publishing Company, Inc.

Hoefnagels, Marielle. 2016. General Biology (Books I and II). McGraw-Hill Education.

Smithsonian Tropical Research Institute. The Darwinian diet: You are what you eat. Retrieved
on November 2, 2020 from https://phys.org

The Independent. Evolution-latest news, breaking stories and comment. Retrieved on

November 2, 2020 from https://independent.co.uk

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