GENERAL BIOLOGY 2

(Q3_LP5)
ACTIVITY 1: THE BEETLES!

DIRECTIONS: Compare these two examples of change in the beetle populations.

Answer the questions that follow and write your answers on your answer
sheet.

1. Which is not an example of evolution?

 EXAMPLE 1. Beetles on a diet . example 1 does not show evolution
because there are only interaction between the environment and the
organism. It does not affect the allele frequency and creates a
modification.

2. Which example illustrates descent with modification or a

change in gene frequency over

 EXAMPLE 2. Beetles of a different color . This example illustrates

evolution because the organisms are adapting to its environment through
changing its color according to its habitat’s temperature in order to survive.

ACTIVITY 2: LET’S EXPLORE FURTHER!

Questions:

1. What will happen if the Oldfield mice with dark fur in the southeastern United States
move/live on white sand dunes in Santa Rosa Island?
If the old mice with dark fur canot adapt to its new environment which is the white sand,
it may not survive because the predators will eat the dark furred mice which stands out in
the white sand.
2. Why do you think oldfield mice living in white sand dunes of Santa Rosa Island have
white fur?

The old mice living in the white sand have adapted to its environment and it is their way
to survive predators that might harm their existence.

ACTIVITY 3: LET’S DO THIS!

DIRECTIONS:
• Read the short story inside the box and answer the questions on a one-half sheet
of paper.

Liza immigrated to Boston from Kenya when she was a child. She initially found the
winters to be intolerably cold. After graduation, she took a job as a bike messenger which
forced her to spend many hours outside. She’s now so comfortable in winter that she often
only needs a sweater and hat, even on the coldest of days. When Lizs has children of her
own, would you expect that they would be as comfortable in the cold as their mother is?

Why or why not?

 I think Liza’s children would adapt to the cold weather quickly because they are born in a
cold weather. Their bodies will adapt to the low temperature which will help the survive.

DIRECTION: Share your insights about the lesson/topic today by answering the guide
questions below.

1. Things I learned from the topic/lesson today:

In this module I have learned the concept about natural selection.I knew and understand
the expedition of Alfred Russel Wallace and Charles Darwin, which is very interesting. I
also understood how they came up with natural selection which is also know as the
survival to the fittest illustrating how an evolution occurs depending to its environment.
2. Questions I still have about the Lesson:
I question how Wallace contacted and new about Charles Darwin which led them
in writing the scientific journals.
3. I want to learn more about:
- the other theories of evolution and the different naturalists and philosophers related in the
evolution of living organisms.

GENERAL BIOLOGY 2
(Q3_LP6)
ACTIVITY 1: THAT’S MY THOUGHT!

Theory/Model Proponent
1. This recognizes that groups of
plants and animals could be
distinguished from other Evolution by changing
John Ray
groups by their ability to mate varieties
with one another and produce
offspring.
2. The ideal reality against which
the perceived entity is Essentialism Plato
compared and contrasted.
3. The idea that populations
increase geometrically whilst
food production only
Principle of Population Thomas Malthus
increases arithmetically so
there must be population
crashes.
4. The view that the earth’s
geological landscape is the
Catastrophism Georges Cuvier
result of violent cataclysmic
events.
5. The tendency of varieties to Evolution by changing
Alfred Russell Wallace
depart indefinitely from the varieties
 original type or parent
species.
6. The theory that the earth’s
features are the result of
longterm processes that
Uniformitarianism Charles Lyell
continue to operate in the
present as they did in the
past.
7. According to this theory, a trait
acquired by an animal during Jean-Baptiste
Use-Disuse Theory
its lifetime can be passed on Lamarck
to offspring.
8. The process whereby
organisms better adapted to
Evolution by Natural
their environment tend to Charles Darwin
Selection
survive and reduce more
offspring.
9. Concept of the advancement of
living things from inanimate
Ladder of life Aristotle
matter to plants, then animals
and finally man.
10. The description,
identification, nomenclature
Taxonomy Carolus Linnaeus
and classification of
organisms.

ACTIVITY 2: EVOLUTIONARY TIMELINE

INSTRUCTIONS/ GUIDE QUESTIONS: On a long bond paper, lay out your own timeline of
how the theory of evolution developed and cite the significant events that occurred and the
personalities involved. Answer the guide questions that follow. Please be guided with the
scoring rubric.

Guide Questions:

1. How did religion affect the early views and beliefs in the origin of life forms?
Religion has existed event during the development of evolution. Archbishop James Ussher
has made a great contribution in the theory of evolution. He calculated the age of the earth
based on the genealogies from Adam and Eve listed in the biblical book of Genesis, working
backward from the crucifixion. According to Ussher's calculations, the earth was formed on
October 22, 4004 B.C.
The religion contributed and helped develop the idea of evolution through scientists and
followers of God. It also questioned the science just like the theory of Linnaeus.
2. The inclusion of humans in Linnaeus’ classification of animals sparked controversy
during his time. Why is that so?

Linnaeus is best known for developing a method of classifying plants and animals.Linnaeus’
four-level system became the basis for taxonomy, the system of classification we continue to
use today. He was the 1st naturalist to include humans in his classification of animals which
caused a controversy.Including humans in this scheme was controversial because it defied
contemporary thought that humans, made in God’s image, should be considered unique and
separate from the animal kingdom
 3. Explain the opposing concept of catastrophism and uniformitarianism.

Uniformitarianism suggests that Earth's surface, such as mountain ranges, are shaped by
long-term, uniform processes such as weathering, erosion, plate tectonics, and volcanism. A
uniformitarian believes that the processes observed today are key to understanding Earth's
past. Catastrophism describes Earth's history as being stable with intermittent, short-lived,
and cataclysmic events drastically shaping the surface.

TIMELINE OF EVOLUTION
DATE NATURALISTS THEORIES.
Pre-Renaissance Thought Anaximander and coined the concept that all
Lucretius living things were related
and that they had changed
over time.

Plato ESSENTIALISM- the ideal

entity against which
perceived entity was
compared and contrasted.
Aristotle LADDER OF LIFE- explain
his concept of the
advancement of living
things from inanimate
matter to plants, then
animals and finally man.
Post-Aristotlean Archbishop James Ussher calculated the age of the
earth based on the
genealogies from Adam
and Eve listed in the biblical
book of Genesis, working
backward from the
crucifixion. According to
Ussher's calculations, the
earth was formed on
October 22, 4004 B.C.
17th Century John Ray - the first person to
recognize that groups of
plants and animals could
be distinguished from other
groups by their ability to
mate with one another and
produce offspring.
Discovered species and
genus
18th Century Carolus Linnaeus -added two more
categories: class and
order.
--include humans in his
classification of animals,
1700s Georges-Louis Leclerc de recognized the dynamic
Buffon relationship between the
external environment and
living forms
late 1700's Erasmus Darwin t suggested the possibility
 of common descent based
on changes undergone by
animals during
development, artificial
selection by humans, and
the presence of vestigial
organs. However, this
Darwin offered no
mechanism to explain
evolutionary descent.

(1744–1829). Jean-Baptiste Lamarck inheritance of acquired

characteristics, or the
USEDISUSE theory.

(1769–1832) Georges Cuvier - introduced the concept of

extinction to explain the
disappearance of animals
represented by fossils.
-CATASTROPHISM.

1798 Thomas Malthus -PRINCIPLE OF

POPULATION,

(1726 - 1797) James Hutton “UNIFORMITARIANISM,

(1797–1875) Charles Lyell -Principles of Geology.
geological forces like
erosion and sedimentation
other than unique natural
catastrophes like biblical
floods and violent storms
shaped the Earth, which
are uniform over time.
(1823-1913) Charles Darwin Theory of natural selection
Alfred Wallace,

ACTIVITY 3: CRITICAL READING

1. What led Darwin to formulate his ideas about the origin of species?
The driving force that made Darwin formulate his idea is the observations he made in
different stops that HMS beagles made. He saw the patterns of descent with modification
animals which then, he came up with natural selection.
2. What did Darwin propose as the origin of species?
Charles Darwin proposed in the origin of species that there are differences in every living
organism but has descended only from one organism which he called the Natural Selection.
He proposed that the coadaptation is made by organism to protect themselves from inflation,
less resources and away from predators.
3. How did Darwin attempt to determine how modifications of a species are
accomplished?
In Darwin’s theory of natural selection, modification of species are accomplished through
natural events just like predators eating the preys and resulting to less population and
heredity from other organism resulting into modifcation.
 Things I learned: I have learned about the Theory of natural selection including Charles
Darwin, his concept and Alfred Russel Wallace.
Interesting Things from the Lesson:
There are different things that are interesting in this lesson but the most interesting is the
journey of Charles Darwin with the HMS Beagle.

Questions I Still Have about the Lesson:

I want to know how Charles Darwin found out that he had a misconception about the
heredity.

ACTIVITIES/ EXERCISES:

GENERAL BIOLOGY 2 (Q3_LP7-8)

ACTIVITY 1: EVIDENCE FROM FOSSILS
INSTRUCTIONS: In the table below is a series of skulls and front leg fossils of
organisms believed to be ancestors of the modern-day horse. Analyze the structures and
answer the questions that follow. Write your answers on you answer sheet.

Image Source: http://www.iq.poquoson.org

1. What similarities can you observe from each of the skulls? From these similarities,
do you think that they are all related species?
The skulls have similar ridges,there is a gap in the teeth, large diastema.
2. How would you describe the change/s that happened in skull anatomy of the horse
in terms of its size?
The skull from the dawn horse is smallest and the preceeding species have larger
skulls, a deep lower jaw bone; the space between the incisors and cheek teeth and
elongation of the face
3. Are there any changes that occurred in the leg anatomy of the modern-day horse
as compared to the dawn horse? Justify your answer.
The changes that occurred in the leg anatomy of the modern day horse as compared to the
dawn horse are the increase in size, reduction in the number of hooves, loss of the footpads,
lengthening of the legs, fusion of the independent bones of the lower legs,and elongation of
the muzzle.
ACTIVITY 2: EVIDENCE FROM EMBRYOLOGY
INSTRUCTIONS/ GUIDE QUESTIONS: Take a look at the embryos of six species below.
Analyze each of them and answer the questions that follow. Write your answers on you
answer sheet.

Image Source: http://www.starlarvae.org

Hypothesize which embryo is from each of the following organisms:

SPECIES EMBRYO
Human F
Chicken D
Rabbit E
Tortoise C
Salamander B
Fish A
 ACTIVITY 3: EVIDENCE FROM MOLECULAR BIOLOGY
INSTRUCTIONS: Below is a list of the amino acids in part of a cytochrome protein
molecule for seven (7) different organisms. For each non -human organism, encircle any
amino acids that are different than the human sequence.

1. Comparing the differences you found in the table, which organism do you think
is most closely related to humans? How did you say so?
-Comparing the data gathered from the table, the closest related animal to humans is the
monkey comparing the human amino acid sequence and the monkey amino acid sequence,
the only difference spotted is only one.
2. Does lesser number of differences in amino acid sequence suggest that
organisms are related or not? Explain your answer.
- Differences in amino acids chains can lead to differences in a protein (in shape and
function). This could alter the trait they code for.the greater the similarity between the amino
acid sequences of two organisms, the closer their relationship. Conversely, the greater the
differences, the more distant the relationship. There are lesser traits similar to one another is
there are many differences.

ACTIVITY 4: EVIDENCE FROM GEOGRAPHIC DISTRIBUTION

INSTRUCTIONS/ GUIDE QUESTIONS: In the illustration provided below are
different species of salamander inhabiting different areas. Analyze each of them
and answer the questions that follow.
 1. How would you describe the different species of salamander? Are they similar
or different?
These organism are similar with one another with modified or distinct traits.
2. What could be the reason/s why organisms may appear similar and different
from each other?
They may appear similar and different from each other because of the habitat they
live in. They must have adapted from their environment in able to survive according
to Natural Selection.
3. Does the environment inhabited by the organisms has something to do with
their similarities and differences? Explain.
Yes, the environment an organism lives, give a great impact on the species present in
the environment. The species adapt to the habitat to survive extinction.

ACTIVITY 5: EVIDENCE FROM COMPARATIVE ANATOMY

Part A. INSTRUCTIONS/ GUIDE QUESTIONS: Shown on the right are skeletal

structure of the limbs of six (6) animals: human, crocodile, whale, cat, bird, and bat. Analyze
each structure and answer the questions that follow.

For each animal, indicate what type of movement each limb is responsible for and compare
the skeletal structure of each limb to the human arm in terms of function.

Animal Primary Functions Comparison to Human Arm in Function

1. Human Picking tools, holding -------------------------------------------------------------------
 objects, performing daily
tasks.
2. Whale swimming Whales cannot pick tools, and they can only
use their arm in water.
3. Cat Running,walking, jumping Cats use their arms to touch the ground and
help them change positions.
4. Bat Flying, flapping wings Bats use their arm only to fly which humans
cant do.
5. Bird Flying, flapping wings Just like bats, birds use their arm in distinct
function only.
6. Crocodile Swimming,walking,crawlin Crocodiles have limited ways they can use ther
g arms for.

7. Are the structures shown homologous or analogous? Justify your answer.

These structures are homologous because they appear different and perform
varied functions.

Part B
Instructions: Compare the anatomy of the butterfly, bird and two species of fish below and
identify their similarities and differences.

Organisms Similarities Differences

1. Butterfly different embryological
and Bird Used for flying development or set of
structures like bones.
2. Cave Fish different embryological
and They look identical. development or set of
Minnow structures like bones.
 3. Are the structures shown homologous or analogous? Justify your answer.
▪ The structures are analogous. These organisms perform the same function
but have very different embryological development or set of structures like
bones. Analogous structures are similar structures in unrelated organisms.
These structures are similar because they do the same job, not because they
share common ancestry.
REFLECTION:
Share your insights and queries about the lesson.

1. What is the most important thing that you learned from the activities?
In this lesson the most important that I learned in the activities are how each species
differ and similar from each other.
2. What were some of the most interesting discoveries that you made while working
on the activities?
The most interesting discovery I made was how humans are referred as monkeys that
evolved through time. Now I knew that there is scientific basis behind it.
3. What concepts do you still find confusing after accomplishing the learning
activities?
I still find the embryology confusing.

GENERAL BIOLOGY 2
(Q3_LP9)
ACTIVITY 1
1. A
2. A
3. C
4. A

Jumbled Letters Clue Your Answer

NNNLAAEI EEMCHS The more homologies two 1. Linnaean Scheme

organisms share, the
closer they must be in
terms of evolutionary
distance.
AIISSCCTLD PPRCHOAA Making a distinction 2. cladistics
between derived and approach
primitive traits when
evaluating the importance
of homologies in
determining placement of
organisms within the
Linnaean classification
system.
EEIDDRV AISRTT Those that have changed 3. Derived traits
from the ancestral form
and/or function. An
example is the foot of a
modern horse.
EEIDRBGN Rarely undertaken to 4. Breeding
EEEIXRPNMTS determine species Experiments
boundaries because of the
 practical difficulties. It is
time consuming and wild
animals do not always
cooperate.
HMLGSOOOIE Anatomical traits of distinct 5. homologies
creatures that have a
similar look or function
because they were
inherited from a common
ancestor who also
possessed them

1. What is the most significant learning you gained from the lesson and activities?
The most significant topic I have learned in this module is all about the priciples of classifying. I
knew different approachs, breeding experiments and all about the homologies and analogies.
2. To date, many are still skeptical about the problems about the principles of classifying
organisms. What is your personal opinion about this issue?
In my own perspective, we shall understand and study about the principles of classifying in
order to avoid problems encountered.

ACTIVITY 3: Let’s Level Up!

 GENERAL BIOLOGY 2
(Q3_LP10)
1. D
2. F
3. E
4. G
5. C
6. A
7. B
ACTIVITY 2
ACTIVITY 2: Identify and Classify ME
INSTRUCTIONS: Choose two (2) different organisms (can be both animal or
both plant or an animal and a plant), then, classify each according to Linnaean system
(hierarchical classification). Include its scientific and common names, defining character/s
and the similarities between the organisms.

Organism 1 Organism 2
Kingdom: Animalia Animalia

Phylum: Chordata Chordata

Class: Mammalia Mammalia

Order: Primates Primates

Family: Hominidae Cercopithecidae

Genus: Homo Erythrocebus

Species Homo sapiens Erythrocebus patas

Species Homo sapiens Erythrocebus patas

Name/Scientific
Name:

Common Name: human Monkey

Distinct  Humans possess  lack the extensive verbal

Characteristic/s: superior motor control, communication and the
less body hair and a far complex social
more advanced brain. organization
 humans are not covered demonstrated by humans.
in thick hair, and our  Relatively strong,long
anatomy differs to support arms
bipedalism, or walking on  Shorter legs
two legs.  have opposable thumbs
 legs are relatively long, and tails, and all have
and our arms are relatively opposable big toes.
short and weak
What do these organisms have in common?
Large brains (in relation to body size)
Vision more important than sense of smell.
Hands adapted for grasping.
Long life spans and slow growth.
Few offspring, usually one at a time.
Complex social groups.
 ACTIVITY 3: My Dichotomous Key
INSTRUCTIONS: Perform each of the following tasks. Be guided by the
rubrics in rating your work.
A. Make your own dichotomous key in order to identify your favorite plants or
vegetables found in the garden, front/backyard of your house.
Plants : Malunggay, sweet potatoes, corn,coconut

1.a. found in land …………………………………………….………………… go to 2

1.b. found on land ……………………………………………………………….. go to3
2.a.Grow as tree ………………………………………………………….. malunggay

2.b.does not grow as tree …………………….………………………….sweet potato

3.a. a real plant .…………………………………………………………………….go to 4
3.b.not a real plant.…………………………………………………………….rose
4.a.grow more than 50 m tall …………………………………………..coconut tree
4.b. grows less than 5…………………………………………………………….… go to 5
5.a. Yellow-colored crops..…………………………….………………………. corn
5.b. does not produce yellow colored crops …………………………… cassava

B. Briefly discuss/explain your work by answering the following guide questions:

1. What trait/s or character/s did you use to separate the plants/vegetables
into groups? The traits that are used to separate the plants into groups are
their crops, size and place where they grow. For example,the ability of
malunggay to be in a tree-like form, then the sweet potato cannot since it is
a root crop.
2. Notice the differences among the plants/vegetables. These differences set
them distinct from the others. Can you give an example to show this?
There differences sighted in the given Dichotomous Key. One example of
the differences are the height a coconut tree can achieve vs the height a
corn can achieve.
3. What is the importance of this tool in classifying the organisms?
A dichotomous key is a useful tool for the identification of things not known to
the observer, for example, unfamiliar plant species. The typical dichotomous
key, as shown in the example below, is made up of a series of descriptions,
features or characteristics, arranged in pairs (couplets) of contrasting
alternative choices

REFLECTION
Things I have learned today
 I HAVE LEARNED HOW TO:Identify the unique/distinctive characteristics of a
specific taxon relative to other taxa.
I also learned about Taxonomy is the scientific classification, a branch of
biology that groups and names organisms based on studies of their shared
characteristics.Groups of organisms in taxonomy are called taxa (singular, taxon). The most
influential early classification system was developed by Carolus Linnaeus. In fact, all
modern classification systems have their roots in Linnaeus’ system.

I wish to ask about how Linnaeus passed his theory that humans can be considered animals
even after many oppositions.

GENERAL BIOLOGY 2
(Q3_LP11)

phylogeny. It is a
system of classifying
organisms that
considers
characteristics that
are “new evolutionary
innovations” or a new
trait that has
appeared due to
evolution. A
characteristic that
appears in recent part
of a lineage but not in
its older members is
 ACTIVITY 1: LET’S DO THIS
DIRECTIONS:
1. Given some groups of organisms and some of their distinguishing characteristics, you
will construct a cladogram, and properly interpret and analyze that cladogram in terms of
how it shows common ancestry and degrees of evolutionary relationship.
2.

Rhe
Lam Bull Snappin
SET Kangaro s us Huma Tun
TRAITS p fr g
S o Mon n a
rey og Turtle
k ey
SET Dorsal Nerve X X X X X X X
1 Cord
SET Paired
2 Appendag X X X X X X
es
Vertebral
Column
SET Paired X X X X X
3 Legs
SET Amnion X X X X
4 (Amniotic
Sac)
SET Mammary X X X
5 Glands
SET Placenta X X
6
SET Canine X
7 Teeth
short
Foramen
magnum fwd
Total of
Xs -------
 Lamp Rey Tun Bull Snapping turtle Kangaroo Rhesus Monkey Hum
a frog an

Canine Teeth short

Foramen magnum fwd

Placenta

Mammary Glands

TIME
Amnion (Amniotic
Sac)

Paired Legs

Paired Appendages
Vertebral Column

Dorsal Nerve Cord

ACTIVITY 2: LET’S ANALYZE!
1.
a) What separates lampreys from tuna on this cladogram?
-Tuna have jaws unlike lampreys

b) What separates a salamander from a turtle?

-Turtles lay amniotic eggs, while salamanders cannot

c) Which organism is most related to the leopard?

-The turtle

d) Which organism’s DNA will differ the most from the leopard? Why?
-The lancelet,
-Because it is an “outgroup” or it has the least similar character trait
withe the leopard compared to the others.

2.
a) What separates rabbits/primate from the crocodiles on this cladogram?
-The rabbits and primates both have hair while the crocodiles have
none, and that the crocodile lays eggs with shells while the latter
cannot.

b) Which organisms is most related to the rodents and rabbits?

-The primates

c) What 5 traits do the bird and its closest relative share?

Both the bird and the crocodile have vertebrae, bony skeleton, four
limbs, and lays amniotic eggs with shells.

d) Which organism will have DNA most similar to the bird? Why?
- The Crocodilehas the similar character trait with the bird.

e) Which organism’s DNA will differ the most from the bird? Why?
-The shark,there are lesser similarities between their character
traits.
2.