Earthand Life Sci 12 q2 Mod13 Process of Evolution Ver3

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Earthand Life Sci 12 Q2 Mod13 Process of Evolution ver3
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Senior High School

NOT
EARTH AND LIFE

SCIENCE
The Process of Evolution
Department of Education ● Republic of the Philippines

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Earth and Life Science- Grade 12

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Quarter 1 - Module 13: The Process of Evolution
First Edition, 2020
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Earth and Life

Science
Quarter 1 - Module 13
The Process of Evolution
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Table of Contents
What This Module is About ................................................................................................................... i

What I Need to Know .............................................................................................................................. i
How to Learn from this Module ...........................................................................................................ii
Icons of this Module ...............................................................................................................................iii
What I Know ........................................................................................................................................... .iii
Lesson 1:
Population of Organisms have Change Over Time .............................
What I Need to Know..................................................................................................
What’s New: Will Survive … ....................................................................................
What Is It ........................................................................................................................
What’s More: Let’s Fur…….......................................................................................
What Is It ......................................................................................................................
What’s More: Natural Selection in Action: Peppered Moth Simulation
Methods ........................................................................................................................
What’s New: Peppered Moth Simulation Analysis …. .............................
What I Have Learned: Synthesizing your Learning ...........................................
What I Can Do: Exit Ticket ........................................................................................
Lesson 2:
Evolutionary Relationships ..........................................................................................
What’s In ........................................................................................................................
What I Need to Know..................................................................................................
What’s New: Homologous and Analogous .......................................................
What Is It: ..................................................................................................................
What’s More: My Cladogram ..................................................................................
What I Have Learned: Exit ticket ……………………………………………
What I Can Do: Online Browsing of Phylogenetic Tree … ...........................
Summary
Assessment: (Post-Test)
Key to Answers ....................................................................................................................................
References ............................................................................................................................................

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What This Module is About
How do species change over geologic time? A species may be a population of

plants or animals which will breed to supply offspring which will then produce offspring
themselves. The cause that species (populations of different organisms) to arise,
adapt to the environment, and become extinct is due to the process of evolution that
involves a series of natural changes. These are the species of organisms that have
originated through the process of biological evolution.
In this module, I will show you some very interesting topics about life that may
surprise you as we go on to the lesson. The module will also explain how populations
of organisms have changed over time, showing patterns of descent modification from
common ancestors to produce the organismal diversity observed today. You will
explore activities that answer your queries about evolution and be familiar with the
present system of classification of organisms based on evolutionary relationships.
This module will help you explore the key concepts on topics that will help you
answer the questions pertaining to the process of evolution. You will learn more about
how the population of organisms has changed and continue to change over time, and
its evolutionary relationships. Hopefully, you will appreciate in understanding evolution
that helps us solve biological problems that impact our lives. This allows scientists to
choose appropriate organisms for the study of diseases.
This module has two (2) lessons:
• Lesson1- Populations of organisms have changed and continue to change

over time
• Lesson 2- Evolutionary relationships
What I Need to Know
After going through this module, you 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. (S11/12LT -IVfg-26)
2. Describe how the present system of classification of organisms is based on
evolutionary relationships. (S11/12LT -IVfg-27)

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How to Learn from this Module

To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.
Icons of this Module
What I Need to This part contains learning objectives that

Know are set for you to learn as you go along the
module.
What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.
What’s New An introduction of the new lesson through

various activities, before it will be presented
to you
What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.
What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.
What I Have Activities designed to process what you

Learned have learned from the lesson
What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.
II

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General Instructions
To achieve the competencies of this module, complete the following:

1. Understand and follow the instructions carefully.
2. Accomplish the pre-test to identify your preparedness about the lessons in
this module.
3. Refer your answers to the given answer key.
4. Read each lesson and do activities provided for you.
5. Demonstrate the activities to guide you in comprehending the lessons.
6. Take the self-test after each lesson to assess your understanding of the
topics.
7. Answer the post-test to measure how much you have gained from the
topics.
What I Know
I. MULTIPLE CHOICE:
Directions: Read and understand each item and choose the letter of the best answer.
Write your answer on a separate sheet of paper.
1. Who was the best known for making the thought of evolution acceptable for
scientist in the 19th century?
A. Alfred Wallace B. James Hutton
C. Charles Darwin D. all of the above
2.Through careful observation of Charles Darwin, which phrase best described where
Darwin came to know that?
A. populations of plants and animals in nature most frequently contains
individuals that are clones of every other
B. those individuals whose variation gives them a plus in staying alive long
enough to breed are more likely to pass their traits on to subsequent generation
C. populations of a species that become isolated from others by adapting to
different environmental niches quickly become extinct
D. all of the above
3. Which of the following statements is true about Charles Darwin?

A. He believed that evolution was thanks to the inheritance of acquired
characteristics.
B. He supported Lamarck's explanation of how evolution occurred.
C. He understood that the variation that exists in natural populations of plants
or animals is that the results of repeated mutations.
D. none of the above
III

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4. This demonstrates an example of the peppered moths living near English industrial
cities. Which of the following best describes?
A. a change in an environment may result within the evolution of species living
there
B. evolution occurs so slowly that it's impossible to work out that it's happened
in but 1,000,000 years
C. the environment near these cities has always favored dark colored moths
5. Who developed the theory of evolution by natural selection?

A. Charles Lyell and Charles Darwin
B. Charles Darwin and Alfred Wallace
C. Erasmus Darwin and Lamarck
D. Charles Lyell and James Hutton
6. Which phrase best defines evolution by natural selection?

A. an adaptation of a species to its environment
B. a sudden replacement of 1 population by another
C. Changes during a species because it becomes more perfect
D. a process of change in species over time
7. Which of the following that result of the legless condition that is observed in several
groups of extant reptiles.
A. their common ancestor having been legless
B. a shared adaptation to an arboreal (living in trees) lifestyle
C. several instances of the legless condition arising independently of every
other
D. individual lizards adapting to a fossorial (living in burrows) lifestyle during
their lifetimes
8. A phylogenetic tree that is ʺrootedʺ is one, which of the following best described.
A. that extends back to the origin of life on Earth
B. at whose base is found the common ancestor of all taxa depicted thereon
tree
C. that illustrates the rampant gene swapping that occurred early in lifeʹs history
D. that indicates our uncertainty about the evolutionary relationships of the taxa
depicted on the tree.
9. Which of the following is NOT an example of physical adaptations traits by natural

selection?
A. Color B. Migration
C. Camouflage D. Mimicry
10. One of the following is best examples of homologous structures, which pair
describes a homologous structure?
A. bat wing and human hand B. owl wing and hornet wing
C. porcupine quill and cactus spine D. bat forelimb and bird wing
IV

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11. Which pair is an example of analogous structure?

A. Bat and Bird wing
B. front flippers of whales and forelegs of dog
C. Tale of monkeys and cats
D. grasshopper leg and the sea star arm
12. Which mutation should least require realignment of homologous regions of a gene
that is common to several related species?
A. 3-base insertion B. 1-base substitution
C. 4-base insertion D. 1-base deletion
13. When using a cladistic approach to systematics, which of the following is

considered most important for classification?
A. shared primitive characters B. analogous primitive characters
C. shared derived characters D. the number of homoplasies
14. Which pair is an example of homologous structure?

A. bird and bat wing
B. dragon fly wing and butterfly wing
C. grasshopper leg and the sea star arm
D. front flippers of whales and forelegs of dog
15. If you were using cladistics to build a phylogenetic tree of cats, which of the
following would be the best out group?
A. lion B. domestic cat
C. wolf D. leopard

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Population of Organisms have

Lesson Change Over Time
1
What I Need to Know
What is evolution? Evolution is a key unifying principle in biology. What are the
indications that show evolution has taken place in the past and is still happening
today? The evidence for evolution is compelling and extensive that has been gathered
supporting the theory of evolution. According to Charles Darwin on his book published
in 1895, the Origin of Species, to identifying patterns in nature that were consistent
with evolution.
Let us discover how the population of organisms changed over time through
natural selection. On the Origin of Species, published by Charles Darwin outlined in
considerable detail his arguments for evolution by natural selection. The theory of
evolution describes a mechanism for species to change over time.
A deer mouse Peromyscus maniculatus, an example of organism

that survive through evolution by natural selection.

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What’s New
Activity 1: WILL SURVIVE
Objectives: At the end of this activity, the students will be able to:
✓ understand evolution by natural selection; and

✓ identify characteristic of a mice that shows adaptation.
Materials Needed: pencils and worksheet.
Procedure:
A B C
Figure 1: Population of mice in different areas A, B, and C
1. Describe what is happening in the figure A to C.
_______________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
2. Is the population of mice different in figure C than in figure B? Explain why.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. What characteristic of the mice shows adaptation?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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What Is It
There are two co-discoverers of natural selection, Alfred Wallace and Charles
Darwin. Darwin is the principal theorist of the notion whose most famous work on the
topic is On the Origin of Species in 1859. It is the process by which organisms change
over time as a result of changes in heritable physical or behavioral traits. This also
allows an organism to better adapt to its environment, help it survive and have more
offspring. The genetically inherited trait that increases the survival of that species
would persist through the process of evolution by natural selection. Adaptation is when
the genetic trait evolves this process that increases the probability that the species will
survive in a particular environment.
The process in nature by which organisms better adapted to their environment

tend to survive and reproduce more than those less adapted to their environment is
called natural selection. One of the examples is when the wild-frogs eaten by snakes
and birds. Gray wildfrogs blend well in dark wooded areas on tree bark and green
wildfrogs blend in well with green vegetation found in marshes and swamps. The green
wild-frog on the bark of a tree is easier for a predator to find compared to a green wild-
frog on a green leaf. So the green wild-frogs that go into habitats where they are not
camouflaged are more likely to be eaten by predators. Natural selection has favored
wildfrogs that live in habitats
in which they are more
camouflaged since wildfrogs
that have been eaten, do not
live to have any more baby
wildfrogs. This explains the
distribution of gray and green
wildfrogs. The wooded
habitat of the gray wild-frog is
larger and extends farther
north, while the green wild-
frog's swamp and marsh
habitat are concentrated in
the South. In the area in
which gray-green and gray
wild-frogs overlap, both
habitats occur but in different
places.
Source: https://www.petmd.com/reptile/nutrition/what-feed-your-frog

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In general, natural selection is a process that results in some plants and

animals with certain characteristics being better adjusted than others to their natural
environment. Those animals and plants then have a higher chance to reproduce,
survive, and increase their population more than the ones that are less adapted to
their environment. The better-adapted animals and plants are therefore, able to pass
on their advantageous characteristics at their offspring through inheritance.
Adaptation is any characteristic that increases fitness as defined because it has the
ability to survive and reproduce.
What’s More
Activity 2: LET’S FUR
✓ understand evolution by natural selection; and

✓ relate the word fittest in natural selection in real life situation.
Procedure:
As shown below, the table gives descriptions of four female mice that live in a beach
area which is mostly tan sand with scattered plants.
Color of fur Black Tan Tan and Black Cream

Age at death 3 months 9 months 5 months 3 months
# pups
produced by 0 11 3 0
each female
Running 8 cm/sec. 6 cm/sec. 7 cm/sec 5 cm/sec
speed
1. As stated by the definition given for fitness, which mouse would biologists
consider the fittest? Explain why this mouse would be the fittest.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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2. What color of the fur would be most common among the pups if a mouse fur color
is generally similar to its mother’s color?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. Which mice in the table above would biologists consider the “fittest”? Explain why.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
What Is It
A characteristic that is influenced by genes and passed from parents to

offspring is called heritable. Heritable adaptive characteristics become more common
in a population in many generations; this process is called evolution by natural
selection. Adaptation within a population leads to evolution by natural selection.
For example, for the mouse that lived in the beach area with tan sand, none of the
mice had a change in the color of their fur; however, due to natural selection, tan fur
was more common for the pups than for the mother mouse. A heritable characteristic
that helps plants and animals to have more offspring which survive to reproduce will
tend to become more common in a population as a result of evolution by natural
selection.

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What’s More
With the concept given above, let us now test your knowledge by applying natural
selection through simulation method. Answer the activity that follows.
Activity 3: Natural Selection in Action: Peppered Moth Simulation Methods

✓ simulate peppered moth in polluted environment and;

✓ understand natural selection through peppered moth simulation
method.
Materials:
• 10 ziploc bags of green and pink

• 20 pieces of construction paper
Procedure:
Set up 1:
1. Place the black paper within the center of your group. This represents a
tree in a polluted environment.
2. Empty all the pink and green circles from the Ziploc bag onto the green
paper. The green circles represent the green version of the peppered moth, and
therefore, the pink circles represent the pink version of the peppered moth.
3.The birds eat peppered moths, in this simulation, you will be the bird.
4. You will have 10 seconds to select up as many “moths” as you can and put
them into a pile ahead of you.
5. To simulate a bird’s beak, you may use only your pointer finger and thumb
from one hand. When time is up, count what percentage, “moths” of every color you
bought. Record the results from everyone in your group within the table.

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FILL OUT THE TABLE
Peppered Moth Simulation in POLLUTED Environment

Group Member White “moths” Black “moths” Total “moths”
eaten eaten eaten
Student 1:
Student 2:
Student 3:
TOTAL NUMBER OF
MOTHS EATEN
PERCENTAGE OF EACH
TYPE OF MOTH EATEN
Set up 2:
Procedure:
1. Place the pink paper in the center of your group.
2. This represents a tree in a clean environment. Now put all the green and
pink circles onto the pink book.
3. Repeat what you did last time. You have 10 seconds to gather as many
“moths” as you can.
Peppered Moth Simulation in CLEAN Environment

Group Member Green “moths” Pink “moths” Total “moths”
eaten eaten eaten
Student 1:
Student 2:
Student 3:
TOTAL NUMBER OF
MOTHS EATEN
PERCENTAGE OF EACH
TYPE OF MOTH EATEN

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What’s New
Activity 4: Peppered Moth Simulation Analysis

From the activity you’ve done above, the following questions will guide you in
analyzing the concept of a Peppered Moth Simulation Method.
1.Within the polluted environment (which caused the trees to be green) which
color of moth survived better in your simulation?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. Why does one think that such color of moth survived better?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
3. Within the clean environment (which caused the trees to be covered in pink
lichen) which moth survived better?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
4. Within the clean environment, which color of moth will increase in

frequency within the next generation?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

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What I Have Learned
Activity 5: Synthesizing Your Learning
Answer the following questions based on your learning. Be brief and concise.
1. Why does a characteristic of an animal help them to live longer that tend to become
more common in the population as a result of evolution by natural selection?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. Wolves have genes that give them a very powerful sense of smell much more
powerful than humans, this is an adaptation by natural selection. The wolves that
reproduced more offspring with a better sense of smell thereby increasing the
frequency of those genes in the population that survived longer. Give an example of
adaptations in other organisms that may have resulted from variations that were
favored by natural selection.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________________________________________
3. There is a population of a polar bears with thin and thick fur. In cold weather, polar
bears with thin fur do not survive as long because they freeze. In warm weather,
polar bears with thick fur don’t do as well because they overheat.
a) In a very cold climate, which type of polar bear will natural selection favor: bears
with thin fur or thick fur?
b) Why did you make that prediction?
c) If the climate gets very hot due to global warming, which type of bear will natural
selection favor: thin or thick fur?
d) Why did you make that prediction?

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What I Can Do
Activity 6: Exit Ticket
PART-A
1. What does the theory of natural selection mean to you? Explain in 2 to 3 sentences
only.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. Provide one example of natural selection. The example could be real or fictitious as
long as it shows natural selection.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. Why it is important to understand this concept of natural selection for the benefit of
understanding other ideas in science/biology?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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PART-B
4. Design a poster tracing the evolutionary changes in a crop or animals that occurred
through domestication.
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Lesson Evolutionary Relationship

2
1
What’s In
. In the previous lesson, you’ve learned about how organisms change over time.
This new lesson will guide you about the classification of organisms based on
evolutionary relationships. How do we classify organisms based on evolutionary
relationships in the present time? Scientists can build trees to show the evolutionary
relationships of species as a representation of classifying organisms based on
evolutionary relationships, just like you can build a family tree to show the relationships
of your ancestors and their descendants.
What I Need to Know
How do we know which organisms on a tree are most closely related to one
another? It's tempting to focus on the order of the branch tips on a tree in which lineage
goes to the right and which goes to the left, but in fact, this ordering is not meaningful
at all. Instead, the common ancestry is the key to understanding evolutionary
relationships. As shown in the figure below, common ancestry refers to the fact that
distinct descendent lineages have the same ancestral lineage in common with one
another.
Figure 1: descendent lineage that represents common ancestry
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What’s New
Activity 1: HOMOLOGOUS
✓ define homologous structure; and

✓ examine the bone structure and give its function.
Procedure:
Carefully examine the drawings of the bones shown in Fig.2. Look for similarities
among the various animals.
1. Describe the function of each structure below.
ANIMAL FUNCTION OF STRUCTURE

HUMAN
DOG
DOLPHIN
BAT
Table 1. Sample of Homologous Structure
2. Are the bones in each animal arranged?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. Does the structure have the same function in each animal?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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This type of evidence for evolution is the presence of structures in organisms that
share the same basic form. For example, the bones in the appendages of a human,
dog, dolphin, and bat all share the same overall construction (Figure 1) resulting from
their origin in the appendages of a common ancestor. Nevertheless, they have
somewhat different forms and functions they are called HOMOLOGOUS
STRUCTURE. However, ANALOGOUS STRUCTURE means unrelated animals have
organs with similar functions, yet are very different in structure and form.
Figure2: The similar

construction of these
appendages indicates
that these organisms
share a common
ancestor.
Activity 2: ANALOGOUS
✓ define analogous structure; and

✓ examine the bird and butterfly wing and give its function.
Procedure:
1. Examine the birds' wing and butterfly wing as shown in Figure 2.
Fig: 3 A butterfly and bird wing
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1. What function do these structures share?

______________________________________________________________
______________________________________________________________
______________________________________________________________
_______________
2. How are these structures different?
______________________________________________________________
______________________________________________________________
______________________________________________________________
_______________
___________________________________________________________________
_____
Guide Questions:
1. List two structures (not from figure 2) that you think are analogous and explain
why.
______________________________________________________________
______________________________________________________________
______________________________________________________________
_______________
2. Explain the evolutionary relationship between the flipper of a whale and the fin of a
fish.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________
The activity mentioned above leads you to understand homologous and analogous,
one of the evidences of the evolutionary processes. Structure in figure 1 have the
same basic limb layout and these belong to the homologous group that is inherited
from common ancestors. These have structures from different species that have a
similar internal framework, position, and embryonic development. On the other means,
analogous have structurally different but functionally the same as birds, bats, and
insects.
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What Is It
Figure 4: Classification Hierarchy of Organisms
In scientific terms, the evolutionary history and relationship of an organism or

group of organisms are called phylogeny. Phylogeny describes the relationships of
an organism, such as from which species it is most closely related, and which
organisms it is thought to have evolved. It also provides information on shared
ancestry but not necessarily on how organisms are similar or different. Therefore,
phylogeny is the study of determining evolutionary relationships or patterns of the
descent of organisms. Through evolution or simply change over time, all of the species
of organisms that are alive today have descended from ancestral species. The
evolutionary relationships of ancestral species and their descendants can be
diagrammed using branching evolutionary trees. An evolutionary tree indicates which
ancestors gave rise to which descendants, just like making a family tree.
How do scientists construct phylogenetic trees? After the analogous and

homologous traits are sorted, scientists often organize the homologous traits using a
system called cladistics. Cladistics sorts organisms into clades, a group of organisms
that descended from a single ancestor.
Modern classification is based on evolutionary relationships called

Systematic/Cladistics. Cladistics is a classification based on common ancestry.
Phylogeny is the evolutionary history for a group of species, evidence from species,
the fossil record, and molecular data shown with branching tree diagrams.
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What is a cladogram? A cladogram is a diagram that describes evolutionary

relationships among groups. It is based on phylogeny which is the study of
evolutionary relationships. Sometimes a phylogenetic tree is also called cladogram
though there are minor differences between the two. Biologists would group organisms
based on their physical appearance. This strategy is called evolutionary classification
cladistics through the advances in genetics and biochemistry. This form of analysis
which newer features that serve some kind of purpose and features organisms that
are considered innovation.
Figure 5: Cladogram that describes evolutionary relationship among group of species
The important factor that the organisms in the clade or monophyletic group
stem from a single point on the tree are through varying the size of a clade depending
on which branch point is being referenced. The term monophyletic breaks down into
“mono,” meaning one, and “phyletic,” meaning evolutionary relationship.
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What’s More
Activity 3: Fill out the following character matrix. Mark an “F” if an organism
has the trait.
Cells Legs Antenna Wings 2 sets of wings

Worm
Spider
Carpenter
Ant
House fly
Dragonfly
In the box below, create a cladogram based on your matrix.
1. In your cladogram which two species are more closely related? spiders and
worms or ants and worms? How do you know?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. In your cladogram, what species are dragonflies most closely related to? How do
you know?
__________________________________________________________________________________
__________________________________________________________________________________
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What I Have Learned
Activity 4: Exit ticket: Identify the following below whether it is analogous or

homologous
_______________1. Octopus, sea star and grasshopper

_______________2. Grasshopper leg and the sea star arm
_______________3. Dragon fly wing and butterfly wing
_______________4. Chomping front teeth of a beaver and the tusks of an elephant
_______________5. Bird and bat wings
_______________6. Owl wing and hornet wing
_______________7. Porcupine quill and cactus spine
_______________8. Front flippers of whales and forelegs of dog
_______________9. Cat’s paw and human’s hand
_______________10.Limbs of tetrapods and arthropods
What I Can Do
Activity 5: Explore More
Online Browsing of phylogenetic tree

• Using trees for
classification at http://evolution.berkeley.edu/evolibrary/article/phylogenetics_04.
1. What is phylogeny?
2. Describe the advantages of phylogenetic classification.
Review
1. What is a clade?
2. What is cladistics, and what is it used for?
3. Explain why reptiles and birds are placed in the same clade.
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Summary
• Evolution is continuing to change the heritable characteristics of different

species over successive generations.
• Scientific evidence for the descent of today’s species from a common ancestor,
through the fossil record, homologies, analogies, vestigial structures, molecular
uniformity and diversity, and biogeography.
• Evolution occurs when evolutionary processes such as genetic drift and natural
selection resulting in certain characteristics becoming more common within a
population.
• Changes in heritable behavioral or physical traits are through the process by
which organisms change over time. This is the adaptive traits that passed on
from parents to their offspring during reproduction.
• Evolution does not change any single individual but instead, it changes the
inherited means of growth and development of individuals of the same species
living.
• The offspring inherit those genetic characteristics, their chances of survival, and
ability to give birth, may vary until the environment changes.
• In early ancestor populations, human evolution advocated new abilities to adapt
to environmental change and so altered the human way of life.
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Assessment: (Post-Test)
I. MULTIPLE CHOICE:
Directions: Read and understand each item and choose the letter of the best answer.
Write your answer on a separate sheet of paper.
1. Who was the best known for making the thought of evolution acceptable for
scientist in the 19th century?
A. Alfred Wallace B. James Hutton
C. Charles Darwin D. all of the above
2.Through careful observation of Charles Darwin, which phrase best described where
Darwin came to know that?
A. populations of plants and animals in nature most frequently contains
individuals that are clones of every other
B. those individuals whose variation gives them a plus in staying alive long
enough to breed are more likely to pass their traits on to subsequent generation
C. populations of a species that become isolated from others by adapting to
different environmental niches quickly become extinct
D. all of the above
3. Which of the following statements is true about Charles Darwin?

A. He believed that evolution was thanks to the inheritance of acquired
characteristics.
B. He supported Lamarck's explanation of how evolution occurred.
C. He understood that the variation that exists in natural populations of plants
or animals is that the results of repeated mutations.
4. This demonstrates an example of the peppered moths living near English industrial
cities. Which of the following best describes?
A. a change in an environment may result within the evolution of species living
there
B. evolution occurs so slowly that it's impossible to work out that it's happened
in but 1,000,000 years
C. the environment near these cities has always favored dark colored moths
5. Who developed the theory of evolution by natural selection?

A. Charles Lyell and Charles Darwin
B. Charles Darwin and Alfred Wallace
C. Erasmus Darwin and Lamarck
D. Charles Lyell and James Hutton
6. Which phrase best defines evolution by natural selection?

A. an adaptation of a species to its environment
B. a sudden replacement of 1 population by another
C. Changes during a species because it becomes more perfect
D. a process of change in species over time
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7. Which of the following that result of the legless condition that is observed in
several groups of extant reptiles.
A. their common ancestor having been legless
B. a shared adaptation to an arboreal (living in trees) lifestyle
C. several instances of the legless condition arising independently of every
other
D. individual lizards adapting to a fossorial (living in burrows) lifestyle during
their lifetimes
8. A phylogenetic tree that is ʺrootedʺ is one, which of the following best described.
A. that extends back to the origin of life on Earth
B. at whose base is found the common ancestor of all taxa depicted thereon
tree
C. that illustrates the rampant gene swapping that occurred early in lifeʹs history
D. that indicates our uncertainty about the evolutionary relationships of the taxa
depicted on the tree.
9. Which of the following is NOT an example of physical adaptations traits by natural

selection?
A. Color B. Migration
C. Camouflage D. Mimicry
10. One of the following is best examples of homologous structures, which pair
describes a homologous structure?
A. bat wing and human hand B. owl wing and hornet wing
C. porcupine quill and cactus spine D. bat forelimb and bird wing
11. Which pair is an example of analogous structure?
A. Bat and Bird wing
B. front flippers of whales and forelegs of dog
C. Tale of monkeys and cats
D. grasshopper leg and the sea star arm
12. Which mutation should least require realignment of homologous regions of a gene
that is common to several related species?
A. 3-base insertion B. 1-base substitution
C. 4-base insertion D. 1-base deletion
13. When using a cladistic approach to systematics, which of the following is

considered most important for classification?
A. shared primitive characters B. analogous primitive characters
C. shared derived characters D. the number of homoplasies
14. Which pair is an example of homologous structure?

A. bird and bat wing
B. dragon fly wing and butterfly wing
C. grasshopper leg and the sea star arm
D. front flippers of whales and forelegs of dog
15. If you were using cladistics to build a phylogenetic tree of cats, which of the
following would be the best out group?
A. lion B. domestic cat
C. wolf D. leopard
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.
Key to Answers
LESSON 1 (POSSIBLE ANSWER)

PRE- ACTIVITY 1: WILL SURVIVE
TEST 1. Figure one shows overproduction of mice, which also express
variation. The variation shown is their hair color
1. C Figure two shows a environmental selection pressure in terms of the
2. B bird acting as a predator to the different mice.
3. D Figure three shows most of the white mice, who have the least
4. A favorable trait of being white, being removed from the population. This
5. D reduces the population, leaving less compitition for the darker mice.
6. D This would lead to the darker mice expressing greater fitness than the
7. C white mice, which would result in a genetic shift towards the darker
8. B mice.
9. B 2. Yes figure 1 and figure 3 differ on its population. The population of
10. A mice in figure 3 is less compared to the population in figure 1. The bird
11. D is eating all the white mice because they are easier to see.
12. B 3. Camouflage is what allowed the gray mice to blend in with their
13. C environment and increased their fitness.
14. D
15. C
LESSON 1(POSSIBLE ANSWER)

ACTIVITY 2: LET’S FUR
1. The mouse with the tan color fur would have the highest fitness because of its ability
to survive and reproduce. It clearly has higher levels of both compared to the other
mice. This more than likely because of their ability to blend in with their surroundings
and hide from their predators.
2. Fur color is a heritable trait (one that can be passed from parent to child). So, the
increased fraction of tan mice in the surviving group means an increased fraction of
tan baby mice in the next generation.
3. The mouse with the tan color fur would have the highest fitness because of its ability to
survive and reproduce and would be able to reproduce themsleves. Thus he contributed more
to the future genomes that the other mice.
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LESSON 1 (Answer may vary depending on how many peppered moths eaten by the bird)
Set up 1:
eaten eaten eaten
Student 1: 26 5 26 + 5 = 31
Student 2: 30 11 30 + 11 = 41
Student 3: 20 7 20+7
TOTAL NUMBER OF 26+30+20=76 5+11+7=23 31+41+27=99
MOTHS EATEN (add up
the numbers from each
column)
PERCENTAGE OF EACH 76/99=76.8% 23/99=23.2%
TYPE OF MOTH EATEN
(divide the number eaten
of each type by the total
number of moths eaten)
LESSON 1 (Answer may vary depending on how many peppered moths eaten by the bird)

Set up 2:
eaten eaten eaten
Student 1: 6 30 6+30=36
Student 2: 9 32 9+32=41
Student 3: 15 45 15+45=60
TOTAL NUMBER OF 6+9+15=30 30+32+45=107 36+41+60=137
MOTHS EATEN (add
up the numbers from
each column)
PERCENTAGE OF 30/137=21.9% 107/137=78.1%
EACH TYPE OF
MOTH EATEN
(divide the number
eaten of each type by
the total number of
moths eaten)
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LESSON 1(POSSIBLE ANSWER)

Activity 4: Peppered Moth Simulation Analysis
1. Green
2. Because it blended in better. This protected it from being eaten by b irds, so
green moths survive and reproduce more. Natural selection acts to increase
the frequency of green moths in the population.
3. Pink
4. Pink
LESSON 1(ANSWERS MAY VARY)

Activity 5: Synthesizing Your Learning
1. Characteristic of an animal help the individual live longer, there is a greater chance
that it will reproduce than those with lesser favorable traits. Thus the next generation
will resemble the parents with the favorable traits more.
2. Elephants have big ears that allow them to dissipate more heat (natural
selection maybe have acted to increase ear size in elephants because it helped
them survive the heat better).
Bats are excellent at using echolocation (natural selection may have acted to
improve the use of echolocation in bats because it helped them find their prey at
night better).
Humans have opposable thumbs (natural selection may have acted to increase the
opposability of thumbs because it helped ancient human ancestors make tools
better to survive).
Activity 6: Exit Ticket (ANSWERS MAY VARY)

Activity 1: HOMOLOGOUS
1.
ANIMAL FUNCTION OF STRUCTURE
HUMAN Using tools, picking up and holding objects
DOG Used for running, pouncing, walking
DOLPHIN Used for swimming
BAT Used for flying
2. Yes, the structure of the bones formed in similar ways.
3. The structures may or may not have the same function in the descendants.
Activity 2: ANALOGOUS
1. They can both fly
2. Butterfly wings are thin membrane with no bones or skin while birds have
internal skeleton, skin and feathers
Guide Questions: ANSWERS MAY VARY

1. bats, birds, insects, and even fish. However, even though these wing structures serve the
same function for these different animals, the bone structures, wing coverings (such as
feathers, scales, hair, etc.), shapes, and sizes are quite different.
2. they have the same function to swim with, but have different structures and made of
different material. They evolved differently.
25

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Activity 3: Fill out the following character matrix. Mark an “X” if an organism has the
trait.
Cells Legs Antenna Wings 2 sets of wings
Worm x
Spider x x
Carpenter x x x
Ant
House fly x x x x
Dragonfly x x x x x
1. Worms and spiders are more closely related. They have more traits in common.
2. Dragonflies are closely related to the flies. They have more traits in common.

Activity 4: Exit ticket: Identify the following below whether it is analogous or
homologous
1. ANALOGOUS 6. ANALOGOUS
2. ANALOGOUS 7. ANALOGOUS
3. HOMOLOGOUS 8. HOMOLOGOUS
4. HOMOLOGOUS 9. HOMOLOGOUS
5. HOMOLOGOUS 10. ANALOGOUS

Activity 5: Explore More
1. Phylogeny is the evolutionary history of group of related organisms. It is represented by
a phylogenetic tree that shows how species are related to each other through common
ancestors.
2. First, phylogenetic classification tells you something important about the organism:
its evolutionary history. Second, phylogenetic classification does not attempt to "rank"
organisms.
Review
1. A clade is a group of organisms that includes an ancestor species and all of its
descendants.
2. Cladistics depicts hypotheses about how organisms are related, based on traits of
ancestor and descendent species.
3. 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.
Assessment (Post-Test)
1. C 6. D 11. D
2. B 7. C 12. B
3. D 8. B 13. C
4. A 9. B 14. D
5. D 10. A 15. C
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References
Introduction to human evolution. (2019, January 16). The Smithsonian Institution's

Human Origins Program. https://humanorigins.si.edu/education/introduction-
human-evolution
KhanAcademy. https://www.khanacademy.org/science/biology/her/evolution-and- natural-

selection/a/lines-of-evidence-for-evolution
Evidence for evolution | Biology for majors I. Lumen Learning – Simple Book
Production. https://courses.lumenlearning.com/sunywmopenbiology1/chapter/
outcomeevidence-for-evolution/
Evolution: How populations change over time. (n.d.). SCIENTIST

CINDY. https://www.scientistcindy.com/evolution-how-populations-change-
over-time.html
Phylogenies and the history of life | Biology for majors II. (n.d.). Lumen Learning –
Simple Book Production. https://courses.lumenlearning.com/suny-wmopen-
biology2/chapter/phylogenies-and-the-history-of-life/
PowerSchool learning : Life science 2013-2014 : Evolution and natural selection(n.d.)

PowerSchoollearnig.https://tusd.learning.powerschool.com/ango/lifescience2013-
2014/cms_page/view/13773559
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For inquiries and feedback, please write or call:
Department of Education – Bureau of Learning Resources (DepEd-BLR)
DepEd Division of Cagayan de Oro City

Fr. William F. Masterson Ave Upper Balulang Cagayan de Oro
Telefax: ((08822)855-0048
E-mail Address: cagayandeoro.city@deped.gov.ph

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Earthand Life Sci 12 Q2 Mod13 Process of Evolution ver3

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Earth and Life Science- Grade 12

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What This Module is About ................................................................................................................... i

What I Know ........................................................................................................................................... .iii

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What This Module is About

How do species change over geologic time? A species may be a population of

This module has two (2) lessons:

• Lesson1- Populations of organisms have changed and continue to change

What I Need to Know

After going through this module, you are expected to:

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

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How to Learn from this Module

Icons of this Module

What I Need to This part contains learning objectives that

What I know This is an assessment as to your level of

What’s New An introduction of the new lesson through

What is It These are discussions of the activities as a

What’s More These are follow-up activities that are in-

What I Have Activities designed to process what you

What I can do These are tasks that are designed to show-

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To achieve the competencies of this module, complete the following:

3. Which of the following statements is true about Charles Darwin?

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5. Who developed the theory of evolution by natural selection?

6. Which phrase best defines evolution by natural selection?

9. Which of the following is NOT an example of physical adaptations traits by natural

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11. Which pair is an example of analogous structure?

13. When using a cladistic approach to systematics, which of the following is

14. Which pair is an example of homologous structure?

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Population of Organisms have

A deer mouse Peromyscus maniculatus, an example of organism

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Activity 1: WILL SURVIVE

✓ understand evolution by natural selection; and