Earth and Life Science

Quarter 2 – Module 7:
The Process of Evolution
Earth and Life Science – Grade 11
Alternative Delivery Mode
Quarter 2 – Module 7: The process of evolution
First Edition, 2020

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Published by the Department of Education

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

Development Team of the Module

Writer: Kenneth P. Torrevillas

Editor: Jeshamenme A. Baluyot
Reviewer: Felina Lao-Sarmiento Phd
Illustrator: Kenneth P. Torrevillas
Layout Artist: Kenneth P. Torrevillas
Cover Design: Firstname MI. Lastname

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 What I Need to Know

At the end of this module, learners are expected to:

1. Explain how populations of organisms have changed and continue to change

over time showing patterns of descent with modification from common ancestors to
produce the organismal diversity observed today and S11/12LT-IVfg-26

2. Describe how the present system of classification of organisms is based on

evolutionary relationships S11/12LT-IVfg-27

What I Know

Directions: Arrange the letters to form the word that relates on evidences of
evolution. Use their definition as reference.

1. YHGOOMLO - It is a similarity due to shared ancestry between a pair of

structures or genes in different taxa.

2. CDIEEOLXCYURNIUB DAIC - A biological macromolecule that carries

hereditary information in many organisms.

3. STCEICNTO - A branch of geology concerned with the structure of the crust

of a planet (such as the earth) or moon and especially with the formation of
folds and faults in it.

4. SFLOISS - The preserved remains, or traces of remains, of ancient organisms.

5. YEGMOBLYO - Branch of biology concerned with the development of new

organisms.

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 Lesson

18 The Process of Evolution

Earth is teeming with life. It sustains pinnacle notch massive variety of

organisms, most of which are now not then again catalogued or studied with the aid
of capacity by way of science. What motivates this multitude of life to emerge and
diversify?

Evolution is accountable for the variety of life forms on Earth. The range of life
is a result of a complex system recognized as evolution. Although life is so diverse,
patterns of similarities exist to showcase that lifestyles emerged from one common
ancestor. Similarities in anatomical constructions help man understand the concept
of evolution and regular lineage among organisms. Likewise, pattern of variations
among and between life forms, manifests adaptation as evolutionary mechanism for
survival of the population. The perpetuation of lifestyles hinges on the functional
ability of the species to adapt to the altering environment. Environmental factors are
the drivers of evolutionary processes. In response to these environmental factors,
organisms enhance adaptive strategies by using physical, physiological, and
behavioral mechanisms.

Evolution is about alterations in the genetic makeup of the organisms. The

genetic makeup of the organisms is encoded in their DNA. The encoded data in the
cells determines the traits of that organism. Mutations are crucial to evolution
because they are the setting up blocks of genetic variations. Evolution is impossible
to take place and could not take place barring mutations. An examination of the
DNA or DNA evaluation establishes a relationship between organisms. Protein
sequences expose how organisms are related with or different from one another.
Likewise, DNA analysis also indicates mutations in the genes.

Fossils of extinct vegetation and animals present direct proof of the

evolutionary process and at the same time grant us a glimpse of how organisms
increase adaptive techniques to changes in environmental factors. Embryology
affords additional direct proof that organisms originate from one common ancestor
as Shown in the similarities of their embryonic structures.

This chapter describes the approach of evolution. Specifically, it discusses

proof for evolution and the opening and extinction of species.

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 What’s In

Directions: Solve the crossword puzzle and find five (5) words that are related in
the process of evolution. Use the definition below as your guide.

R O V C I T E N E G
A R N E K C B M A L
D M U T A T I O N L
G R M L F V Q S F G
V S M O O T H C W M
A D A P T A T I O N
J C R K T D K R M D
T M I G R A T I O N
K D L Z E Y K H A H
B N O I T U L O V E
1. The changing of the structure of a gene, resulting in a variant form that may be
transmitted to subsequent generations, caused by the alteration of single base units
in DNA, or the deletion, insertion, or rearrangement of larger sections of genes or
chromosomes.
2. A change or the process of change by which an organism or species becomes better
suited to its environment.
3. Movement from one part of something to another.
4. The process by which different kinds of living organisms are thought to have
developed and diversified from earlier forms during the history of the earth.
5. A branch of biology that deals with the heredity and variation of organisms.

7
 What’s New

Directions: Read the Poem “Evolution” and make a simple interpretation related
to the poem by answering the guide questions below.

Evolution
Author Unknown

Nature's revolution
Evolution
For survival, the ultimate solution
Natural selection, survival of the fittest
All of world's species put to the big test
Adaptation, change is the only way
Evolution doesn't happen in one day
Who will become extinct? who will pass on their genes?
The world's brightest minds still researching what this all means
Evolution, slow and sure
For the earth's challenges, it is the cure
Evolution, theory of darwin
The story of how nature prepared us to win
Intelligent creation or evolution?
The debate continues
Which is the better solution?
Everyone has different views
God on one side, evolution on another
Let us seek the truth instead of fighting each other
Evolution, man from monkeys
To life's mysteries, it holds the keys
Evolution - The link between the plants, the birds and the bees
The storm unleashed by "On the origin of species"
Evolution
Nature's revolution
Evolution
For survival, the ultimate solution

Guide questions:

1. How does evolution happens?

2. Who are involve in evolution?

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 What is It

Different patterns of descent with modification from common ancestors.

Convergent evolution is the unbiased evolution of similar facets in species

of exceptional intervals or epochs in time. Convergent evolution creates analogous
constructions that have the same from or attribute, then again have now not existed
in the remaining conventional ancestor of these organizations.

The cladistics term for the equal phenomenon is homoplasy. The recurrent
evolution of flight is a basic example, as flying insects, birds, pterosaurs, and bats
have independently developed the useful capability of flight. Functionally comparable
facets that have arisen via convergent evolution are analogous, whereas homologous
structures or qualities have a common embryonic origin. However, it has distinct
functions. Bird, bat, and pterosaur wings are analogous structures, however, their
forelimbs are homologous, sharing an ancestral nation in spite of serving unique
functions.

Divergent evolution or divergent resolution is the accumulation of

variations between carefully related populations in inside a species, main to

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speciation. Divergent evolution is usually exhibited when two populations come to
be separated by means of way of a geographic barrier (such as in allopatric or
peripatric speciation) and particular selective pressures that pressure variations to
their new environment.

Divergent Evolution

Parallel evolution is the similar development of a trait in amazing species

that are now no longer cautiously related; then again share an identical
extraordinary trait in response to identical evolutionary pressure.

Phyletic gradualism is a model of evolution, which theorizes that most

speciation is slow, uniform and gradual. When evolution takes region in this mode,
it is commonly with the aid of the consistent transformation of a whole species into
a new one.

Punctuated equilibrium is a theory that states that evolution takes area

specifically by using brief bursts of severe speciation, accompanied by means of an
extended periods of stasis or equilibrium.

10
 Adaptive radiation is the evolutionary gadget with the useful resource of
many species originated from one species in a neighborhood and radiate to different
areas. This phenomenon was used to locate places by Darwin when he travelled to a
vicinity referred to as the Galapagos Island. There he located that there had been
finches with one of a kind sorts of beaks.

11
 What’s More

Directions: Explain through an essay to show pattern about the modification

process.

Rubrics 1:
Superior (25) Demonstrates an insightful understanding of the texts at an
interpretive level. May make inferences. May show
understanding of literary techniques appropriate to genre.
Support, explicit or implicit, is thoughtful and well-integrated.
Despite its clarity, response need not be flawless.

Proficient (20) Demonstrates a clear understanding of the texts at an

interpretive level. May show understanding of literary
techniques appropriate to genre. Support, explicit or implicit,
is convincing and relevant.

Competent (15) Demonstrates some understanding of the texts at an

interpretive level. Response is organized and straightforward
but may miss subtle or complex ideas. Supported by relevant
details from the texts.

Somewhat Demonstrates some understanding of the texts at a literal

adequate (10) level. Response may be unclear, incomplete or lack detail.
Assertions are often simplistic or unevenly developed. Support
may consist of long references to the texts which are not
clearly connected to the central idea.

Inadequate (5) Demonstrates a misreading or significant misunderstanding of

the texts or task. Response may be incomplete or restatements
of texts, or consists of underdeveloped, limited ideas. Support
is absent or flawed, with little evidence of relationships or
connections. Does not meet the expectations of the task.

12
 What I Have Learned

Do you have pets at home? or do you know personality who have pet in their
house? Do you like a tiger or a wolf to be your pet? Compare your pets to their wild
counterpart.

Directions: Discuss the relationship between the wild animals and their
domesticated pets and identify the possible pattern of descent with modification from
their common ancestor. Explain your answer briefly in two paragraphs.

Rubrics 2:

(20 points) The student’s responses far exceed what is expected.

Exceptional

(15 points) The information is factually accurate and offers extra

Excellent supporting facts.

(10 points) Good The student somewhat responds beyond the basic level of the
question to provide supporting details and or interpretation.

(5 points) Fair The student’s responses, although somewhat correct, lack in

relevant details and supporting examples and or
interpretation.

(1 point) Not The student’s responses are mostly incorrect.

Mastered

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 What I Can Do

Directions: Write an essay on the question, “Why is it important to know how

populations of organisms have changed and continued to change over time showing
patterns of descent with modification from common ancestors to produce the
organismal diversity observed today?"

Refer to Rubrics 1 on page 12:

14
 Assessment

Directions: Read the questions below and choose the best letter of your answers.

1. In convergent evolution, organisms share physical similarities that can be seen

because they

A. live in the same type of environment C. have a common ancestor

B. develop homologous structures D. are closely related

2. Two species living in similar environments, but a very long distance away look very
similar. However, that are not closely related (analogous). Their resemblance is most
likely an example of

A. convergent evolution C. sexual selection

B. divergent evolution D. temporal isolation

3. Choose all of the answer choices that describe Convergent Evolution.

A. Organisms share a common ancestor

B. Analogous Structures support Convergent Evolution

C. Organisms change together in order for them to survive

D. Organisms have similar visible structures because they live in similar

environments

4. Choose all of the answer choices that describe Divergent Evolution.

A. Homologous structures support Divergent Evolution

B. Organisms share a common ancestor

C. Organisms have to live in similar types of environments

D. Organisms have similar internal structures

5. Sharks and dolphins look very much alike-- both have streamlined bodies, fins,
and sharp teeth. Sharks and dolphins, however, show every few similarities in
protein and DNA structures implying that they are not closely related. The body
structures have evolved independently. Which term is used by evolutionary biologists
to describe the process by which two separate species may evolve in a similar way
and come to resemble one another, but have no relation.

A. Adaptive Radiation C. Divergent Evolution

B. Convergent Evolution D. Coordinated Development

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 Additional Activities

Directions: Make a graphic organizer about the process of evolution and then
make a short essay as a synopsis of the topic.

Definition Characteristics/Properties/Facts

Evolution
Examples Non-examples

Rubrics 3:

Very good (20 points) Information is well organized and argument is

clear, and the conclusion is strong

Good (15 points): The introduction includes the statement, states

the main idea, but the essay is not well organized

Needs Improvement (10 points) The introduction states the main topic, but the
statement is vague.

Poor (5 point) There is no clear introduction and the statement

is not well organized.

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 Lesson

19 The Process of Evolution

What’s In

Directions: Look at the picture and answer the question.

Does the present generation have certain characteristics that come from
their ancestors?

17
 What’s New

Directions: Read the Poem “Family Tree” and make a simple interpretation by
answering the guide questions below.

Family Tree
Eric Martinez

Trees are like families:

if the roots are not preserved or firmly planted,
it will die, like a plant that turns black when not watered
If the roots are deep, it will go on; it will survive
it is essential for the tree to survive and the family to go on.
preserving the families longevity,
preserving the tree line

New saplings, born from older trees.

A newborn baby;
their seeds carry pieces of the past, creating a new future,
a mixture of the old to create the new

Many saplings, all different

Many siblings, none the same

Haunted by dreams that turn to truths

a child awakes in the night after a nightmare
a tree is disturbed by outside influences

One sapling's roots do not take to the ground

Some days it digs deep, other days it tips and rocks
No balance, like a chaotic household,
just enough to stay afloat
It is losing ground, leaves, losing faith, losing hope.

Calm before the storm,

silence at dinner, struck down by the screams and the yells of a confused soul

One sapling grows and thrives

reaches toward the sun, reaches toward the future
the sun and air aid the tree, provides nutrition, like a mother comforts a child.
calming the room with the knowledge of the world
Chaos overpowering the tranquil moments,
wind and rain beating and tearing the tree on a stormy night
But it still stands the next day, stronger than before

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 Close trees shelter each other as a family holds tight in harsh times
light conquering darkness
Grove of trees shading each other, swaying as one, intertwined and bending toward
a beautiful future.

Guide Questions:

1. Why new saplings born from older one and carry pieces of the past, creating a
new future?
2. Why many saplings are different, and many siblings are none the same?

What is It

Can two different species be related? Of route they can. For example, there
are many particular species of mammals, or of one form of mammal, such as mice.
And they are all related. In other words, how short or how a lengthy way aside, did
they separate from a regularly occurring ancestor for the duration of evolution?
Determining how notable species are evolutionarily related can be a brilliant task.

Phylogenetic Classification

Linnaeus categorized organisms, primarily based on obvious bodily traits.

Basically, organisms had been grouped together if they seemed alike. After Darwin
posted his idea of evolution in the 1800s, scientists looked for a way to classify
organisms that showed phylogeny. Phylogeny is the evolutionary archives of a crew
of associated organisms. It is represented by way of a phylogenetic tree, like the one
in Figure below.

19
 Phylogenetic Tree. This phylogenetic tree shows how three hypothetical
species are associated with one another via common ancestors. Do you see why
Species 1 and two are more intently related to each different than either is to Species
3?

One way of classifying organisms that suggests phylogeny is with the aid of
the utilization of the clade. A clade is a crew of organisms that includes an ancestor
and all of its descendants. Clades are primarily based on cladistics. This is an
approach to evaluating traits in related species to determine ancestor-descendant
relationships. Clades are represented thru cladograms, like the one in the

Figure below. This cladogram represents the mammal and reptile clades. The reptile
clade consists of birds. It suggests that birds developed from reptiles. Linnaeus
classified mammals, reptiles, and birds in separate classes. This masks their
evolutionary relationships.

This cladogram classifies mammals, reptiles, and birds in clades mainly

specially based on their evolutionary relationships.

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 What’s More

Directions: Answer the following questions

1. What is phylogenetic classification?

2. Describe the advantages of phylogenetic classification.

3. What is a clade?

4. What are cladistics, and what are they used for?

5. Explain why reptiles and birds are placed in the same clade.

What I Have Learned

Directions: Use the rubric below to explain the question, "How important is it to
know/ trace the characteristics of your past?"

Rubrics:

(20 points) Exceptional – The student’s responses far exceed what is expected

(15 points) Excellent – The information is factually accurate and offers extra
supporting facts.

(10 points) Good – The student somewhat responds beyond the basic level of the
question to provide supporting details and or interpretation.

(5 points) Fair – The student’s responses, although somewhat correct, lack in relevant
details and supporting examples and or interpretation.

(1 point) Not Mastered - The student’s responses are largely incorrect.

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 What I Can Do

Directions: Below are two questions but choose only one and answer it in an essay
form

1. Connect the significance of the 3 Kingdoms (Bacteria, Archae & Eukarya) in

relation to evolutionary process?

2. Relate phylogenetic classification on evolutionary relationships on the present

advances in Genetics.

Criteria 1 2 3 4

Demonstrate little Demonstrates a Demonstrate Demonstrate a

or no appreciation constrained considerate thorough and
Depth of the writing perception of the understanding of aware grasp of
undertaking and writing task. the writing the writing
of Reflection problem matter. Needs revision mission and venture and
Needs serious concern matter subject matter.
revision.

Development None or very few Uses some Uses applicable Uses particular
of examples, precise examples vaguely examples from and convincing
used to help developed ride to guide examples to
evidence claims made in examples to claims. Make support thoughts
essay. resource claims. relevant and make
connection insightful
between ideas. connections.

Language Uses language Uses some Uses language Uses stylistically

that is unsuitable impedes that is generally sophisticated
use/style
for the goal language with fresh and language that is
audience and little feel of voice authentic with a special and
reason with little and constrained sense of attention alluring with a
or no recognition cognizance of of target desirable sense of
of sentence how to fluctuate audience and voice and focus of
structure. sentence purpose. Able to goal market and
structure. differ sentence purpose and
structure. purpose. Skilful
sentence
structure.

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 Grammar/ Demonstrate little Demonstrate Demonstrate Demonstrate
or no manipulate partial manipulate of complete
Conventions
of grammar and manipulate of grammar and manipulate of
conventions, grammar and conventions with grammar and
making conventions with only slight errors conventions with
comprehension occasional when using essentially no
difficult mistakes that do sophisticated errors, even with
now not restrict language. state-of-the-art
comprehension. language

Assessment

Answer the following questions. Choose the letter of the best answer.

1. If organisms A, B, and C belong to the same class but to different orders and if
organisms D, E, and F belong to the same order but to different families, which of
the following pairs of organisms would be expected to show the greatest degree of
structural homology?

A. A and B B. D and F C. B and D D. C and F

2. It is a crew of organisms that includes an ancestor and all of its descendants.

A. Clades C. Phylogenetic

B. Cladogram D. None of the above

3. The reptile clade consists of birds.

A. True B. False

4. It is the evolutionary archives of a crew of associated organisms.

A. Clades B. Cladogram C. Phylogenetic D. None of the above

5. Generally, within a lineage, the largest number of shared derived characters

should be found among two organisms that are members of the same

A. kingdom. B. class. C. domain. D. family.

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 Additional Activities

Directions: Interpret why mammals, reptiles, and birds in clades mainly specially
based on their evolutionary relationships?

Rubrics:

(5 points) Exceptional – The student’s responses far exceed what is expected

(4 points) Excellent – The information is factually accurate and offers extra

supporting facts.

(3 points) Good – The student’s somewhat responds beyond the basic level of the
question to provide supporting details and or interpretation.

(2 points) Fair – The students responses, although somewhat correct, lack in relevant
details and supporting examples and or interpretation.

(1 point) Not Mastered - The student’s responses are largely incorrect.

24
 25
Assessment
1. A
2. A
Additional Activities 3. B, D
4. A,B,D
ANSWER MAY VARY 5. B
What I have Learned
1.YES What’s More
2. ANSWER MAY VARY
3. ANSWER MAY VARY ANSWER MAY VARY
What I Know
What’s in 1. HOMOLOGY
1. MUTATION 2.DEOXYRIBONUCLEIC ACID
2. ADAPTATION
3. TECTONICS
3. MIGRATION
4. EVOLUTION 4. FOSSILS
5. GENETIC
5. EMBRYOLOGY
Answer Key Lesson 18
 26
Assessment
1. B
2. A
3. A
4. C
5. D
What I can do What I have Learned
ANSWER MAY VARY ANSWER MAY VARY
What’s More
1. Classified organisms based on obvious physical traits.
2. Phylogenetic classification is that it shows the underlying
biological processes that are responsible for the diversity of
organisms.
3. A group of organisms believed to have evolved from a common
ancestor, according to the principles of cladistics
4. Cladistics refers to a biological classification system that involves
the categorization of organisms based on shared traits.
5. Reptiles and bird are placed in the same clade because they both
have jaws, lungs, and claws or nails and they include some of the
same common ancestors.
What is It What I Know
ANSWER MAY VARY ANSWER MAY VARY
Answer Key Lesson 19