Senior High School

NOT

General Biology 2
Quarter 3 - Module 6
EVOLUTION & HEREDITY

GENERAL BIOLOGY 2

Department of Education ● Republic of the Philippines

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General Biology - Grade 12
Alternative Delivery Mode
Quarter 3 - Module 6: Evolution & Heredity
First Edition, 2020

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Published by the Department of Education – Division of Cagayan de Oro Schools

Division Superintendent: Dr. Cherry Mae L. Limbaco, CESO V

Development Team of the Module

Author:

Reviewers: Jean S. Macasero, Shirley Merida, Duque Caguindangan, Eleanor Rollan,

Rosemarie Dullente, Marife Ramos, January Gay Valenzona, Mary Sieras, Arnold Langam,
Amelito Bucod, Adam Ray H. Manlunas

Illustrators and Layout Artists: Jessica Bunani Cuňado, Kyla Mae L. Duliano

Management Team
Chairperson: Cherry Mae L. Limbaco, Ph.D., CESO V
Schools Division Superintendent

Co-Chairperson: Rowena H. Paraon, Ph.D., CESE

Assistant Schools Division Superintendent

Members Lorebina C. Carrasco, OIC-CID Chief

Jean S. Macasero, EPS- Science
Joel D. Potane, LRMDS Manager
Gemma P. Pajayon – PDO II
Lanie M. Signo – Librarian II
Evelyn Q. Sumanda, School Head
Cely B. Labadan, School Head
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Office Address: Fr. William F. Masterson Ave Upper Balulang Cagayan de Oro
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E-mail Address: cagayandeoro.city@deped.gov.ph

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 Senior
Senior High
High School
School

General Biology
2
Quarter 3 - Module 6:
Evolution & Heredity

This instructional material was collaboratively developed and reviewed

by educators from public and private schools, colleges, and or/universities. We
encourage teachers and other education stakeholders to email their feedback,
comments, and recommendations to the Department of Education at action@
deped.gov.ph.

We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

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 Table of Contents

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

What I Need to Know .............................................................................................................................. ii
How to Learn from this Module ...........................................................................................................ii
Icons of this Module ...............................................................................................................................iii

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

First Quarter
Lesson 1: Evolutionary Relationships of Organisms

What I Need to Know..................................................................................................10

What I Know: Definition of Terms ............................................................................10

What’s New: Family Features ..................................................................................10

What is It: Learning Concepts………………………………………………………..11

What’s More: Phylogenic Tree .................................................................................13

What I Can Do ……………………………………...........................................13

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 Module 6
Evolution & Heredity
What This Module is About

This module demonstrates your understanding of the characteristics of Earth

that are necessary to support life, particularly on the essential components of this
planet that drives all living things or biotic factors (plants, animals, microorganisms) to
exist. It also emphasizes on the different subsystems (geosphere, hydrosphere,
atmosphere, and biosphere) that make up the Earth and how these systems interact
to produce the kind of Earth we live in today.

This module will help you explore the key concepts on topics that will help you
answer the questions pertaining to our very own, planet earth.

This module has one (1) lesson:

• Lesson 1: Evolutionary Relationships of Organisms

What I Need to Know

After going through this module, you are expected to:
1. Common ancestors to produce the organismal diversity observed today.
STEM_BIO11/12-IIIc-g-10

2. Trace the development of evolutionary thought (STEM_BIO11/12-IIIc-g-11)

3. Explain evidences of evolution (e.g., biogeography, fossil record, DNA/protein

sequences, homology, and embryology) (STEM_BIO11/12-IIIc-g-12)

4. Infer evolutionary relationships among organisms using the evidence of evolution.

(STEM_BIO11/12-IIIc-g-13)

5. Explain how the structural and developmental characteristics and relatedness of DNA
sequences are used in classifying living things. STEM_BIO11/12IIIhj-14

6. Identify the unique/ distinctive characteristics of a specific taxon relative to other taxa
(STEM_BIO11/12IIIhj-15)

7. Describe species diversity and cladistics, including the types of evidence and
procedures that can be used to establish evolutionary relationships.
(STEM_BIO11/12IIIhj-16)

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How to Learn from this Module

To achieve the learning competencies 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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 Lesson Evolutionary Relationships of
1 Organisms

What I need to know

Learning Competency
The learners should be able to infer evolutionary relationships among organisms using the evidences
of evolution (STEM_BIO11/12-IIIc-g-13)

Specific Learning Outcomes

At the end of the lesson, the learners will be able to:
• recognize how comparisons of similarities and differences can suggest evolutionary relationships;
• explain the significance of using multiple lines of evidence to identify evolutionary relationships;
• infer the degree of relationships among organisms based on the amino acid sequence in the
cytochrome c molecule;
• compare four species of horses by measuring structures in their hind legs; and
• differentiate various hominids by describing their physical features.

What I know

PRIOR KNOWLEDGE: Definition of Terms

1. Phylogeny 6. Polytomy
2. Phylogenetic Tree 7. Taxonomy
3. Branch Point 8. Binomial Nomenclature
4. Basal Taxon
5. Sister Taxa

What’s New

PRE-ACTIVITY:

1. Recall and Write the evidences of Evolution.

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 What’s is it

INTRODUCTION:
INFERRING RELATIONSHIPS FROM EVIDENCES OF EVOLUTION
Living things share some biomolecules which may be used to prove relationships. These chemicals
include DNA and proteins. The building blocks of these chemicals may be analyzed to show similarities
and differences among organisms. The more similarities, the closer the relationships.

One of these is the protein cytochrome-c, an important enzyme found in virtually all organisms. It is a
highly conserved protein which functions in the electron transport chain system of the mitochondria
which is needed for the release of energy from food. It also performs a role in apoptosis (programmed
cell death) by being released into the cytosol activating the events of cell death.

There are 104 amino acids in the human cytochrome c, 37 of which have been found at the same
position in every cytochrome c that has been sequenced. The molecules are assumed to have
descended from a primitive microbial cytochrome that existed over two billion years ago.

A cladogram is a diagram used to represent a hypothetical relationship between groups of animals,

called a phylogeny. A cladogram is used by a scientist studying phylogenetic systematics to visualize
the groups of organisms being compared, how they are related, and their most common ancestors.

A phylogeny is a hypothetical relationship between groups of organisms being compared. A phylogeny

is often depicted using a phylogenetic tree.

A phylogenetic tree is a diagram used to reflect evolutionary relationships among organisms or groups
of organisms. Scientists consider phylogenetic trees to be a hypothesis of the evolutionary past since
one cannot go back to confirm the proposed relationships. In other words, a “tree of life” can be
constructed to illustrate when different organisms evolved and to show the relationships among
different organisms

a phylogenetic tree can be read like a map of evolutionary history. Many phylogenetic trees have a
single lineage at the base representing a common ancestor.

Scientists call such trees rooted, which means there is a single ancestral lineage (typically drawn from
the bottom or left) to which all organisms represented in the diagram relate. Notice in the rooted
phylogenetic tree that the three domains— Bacteria, Archaea, and Eukarya—diverge from a single
point and branch off. The small branch that plants and animals (including humans) occupy in this

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diagram shows how recent and miniscule these groups are compared with other organisms. Unrooted
trees don’t show a common ancestor but do show relationships among species.

In a rooted tree, the branching indicates evolutionary relationships (Figure 3). The point where a split
occurs, called a branch point, represents where a single lineage evolved into a distinct new one. A
lineage that evolved early from the root and remains unbranched is called basal taxon. When two
lineages stem from the same branch point, they are called sister taxa. A branch with more than two
lineages is called a polytomy and serves to illustrate where scientists have not definitively determined
all of the relationships. It is important to note that although sister taxa and polytomy do share an
ancestor, it does not mean that the groups of organisms split or evolved from each other. Organisms
in two taxa may have split apart at a specific branch point, but neither taxa gave rise to the other.

https://courses.lumenlearning.com/suny-wmopen-biology2/chapter/phylogenies-and-the-history-
of-
life/#:~:text=In%20scientific%20terms%2C%20the%20evolutionary,closely%20related%2C%20and%
20so%20forth.

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 What’s More

ACTIVITY: Phylogenetic Tree

1. Illustrate the Phylogenic Tree of Human Ancestors.

What’s I’ve Learned

POST QUIZ: Amino Acid Sequences of in Cytochrome-c

Animals Amino acid Sequence

Horse

Chicken

Frog

Human

Shark

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