Senior High School

NOT

General Biology 2
Quarter 3 - Module 8
EVOLUTION & HEREDITY

GENERAL BIOLOGY 2

Department of Education ● Republic of the Philippines

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General Biology 2 - Grade 12
Alternative Delivery Mode
Quarter 3 - Module 8: 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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 Senior
Senior High
High School
School

General Biology
2
Quarter 3 - Module 8:
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: Systematics Based on Evolutionary Relationships:
Taxonomy
What I Need to Know..................................................................................................10
What I Know: Definition of Terms ............................................................................10

What’s New: ..................................................................................................................10

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

What’s More: Practical Uses of Biological Classification ..................................12

Lesson 2: Systematics Based on Evolutionary Relationships:

Cladistics and Phylogeny
What I Need to Know..................................................................................................13
What I Know: Definition of Terms ............................................................................13

What’s New ...................................................................................................................13

What Is It: Learning Concept ....................................................................................14

What’s More: Phylogenic Tree .................................................................................14

What I Can Do: …………………………………….........................................14

References ............................................................................................................................................ 15

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 Module 8
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 two (2) lessons:

• Lesson 1: Systematics Based on Evolutionary Relationships:
Taxonomy
• Lesson 2: Systematics Based on Evolutionary Relationships:
Cladistics and Phylogeny

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 Systematics Based on
Evolutionary Relationships:
1 Taxonomy

What I need to know

Learning Competency
The learners should be able to identify the unique/distinctive characteristics of a specific taxon relative
to other taxa (STEM_BIO11/12IIIh-j-15)

Specific Learning Outcomes

At the end of the lesson, the learners will be able to:
• describe the Linnaean system of classification;
• classify organisms into a hierarchy; and
• construct and use dichotomous keys for identification.

What I know

PRIOR KNOWLEDGE: Definition of Terms

1. Classification 6. Taxonomy 11. Dichotomous key

2. Hierarchy 7. Domain
3. Nomenclature 8. Eukarya
4. Identification 9. Species
5. Description 10. Linnaean Taxonomy

What’s new

PRE-ACTIVITY:

1. Find 10 possible types of writing materials found in your house.

2. Write down the key features to be used in groupings. Place the features in a table
SAMPLE TABLE
Features Ballpen Highlighter Notebook Pencil

Less than 6 inches - - + -

10
 More than 6 + + - +
inches

With Ink + + - -

What’s is it

INTRODUCTION:

The taxonomic system was devised by Carolus Linnaeus (1707-1778). It is a hierarchical system
since organisms are grouped into ever more inclusive categories from species up to kingdom. In
1981, a category higher than a kingdom, called domain, was proposed by Carl Woese. The table
below illustrates how four species are classified using the present classification system. (Note that it
is standard practice to italicize the genus and species names).
DOMAIN EUKARYA FEATURES
KINGDOM Animalia Organisms that are able to move on their own
PHYLUM Chordata Animals with a backbone
CLASS Mammalia Chordates with fur or hair and milk glands
ORDER Primates Mammals with grasping fingers
FAMILY Hominidae Primates with relatively flat faces and three-dimensional
vision
GENUS Homo Hominids with upright position and large brain
specific epithet sapiens Members if the genus Homo with a high forehead
and notably thin skull bones
SPECIES Homo sapiens
COMMON NAME human

DOMAIN EUKARYA
KINGDOM ANIMALIA PLANTAE
PHYLUM CHORDATA ARTHROPODA MAGNOLIOPHYTA
CLASS MAMMALIA INSECTA LILOPSIDA
ORDER PRIMATES CANIVORA DIPTERA LILIALES
FAMILY HOMINIDAE CANIDAE DROSOPHILIDAE LILIACEAE
GENUS HOMO CANIS DROSOPHILIA ALLIUM
Specific Epithet SAPIENS FAMILIARIS MELANOGASTER CEPA
SPECIES HOMO SAPIENS CANIS DROSOPHILIA ALLIUM CAPA
FAMILIARIS MELANOGASTER
COMMON NAME HUMA DOG FRUIT FLY ONION

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 What’s more

ACTIVITY:

1. List down the practical uses of biological classification.

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 Lesson Systematics Based on
Evolutionary Relationships: Cladistics and
2 Phylogeny

What I need to know

Learning Competency
The learners should be able to describe species diversity and cladistics, including types of evidence
and procedures that can be used to establish evolutionary relationships (STEM_BIO11/12IIIh-j-16)

Specific Learning Outcomes

At the end of the lesson, the learners will be able to:
• demonstrate how shared derived characters can be used to reveal degrees
of relationship; and
• build cladograms to infer evolutionary relatedness

What I know

PRIOR KNOWLEDGE: Definition of Terms

1. Cladistics 6. Homologous Characters 11. Asteroid

2. Phylogeny 7. Analogous Characters 12. Crinoid
3. Cladograms 8. Clade 13. Holothuroid
4. Character 9. Phylogenic Trees 14. Ophiuroid
5. Character State 10. Echinoid

What’s New

PRE-ACTIVITY:

1. Do you remember the last time you had a family reunion? A summer vacation or a family barbecue
and the latest family picture taken together? Can you describe your family members? What makes
you similar to them and what makes you unique?”
2. List characters or features that served as evidences (e.g. morphological, genetic, etc.) that indeed
they belong to the same family. Note as many as they can think of.
Example:
Family Color of Hair Blood Height Shape of Shape of Skin
Members the Eyes texture/Color Type the Nose the face Color

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 Father Brown Black Straight B+ 5’7 flat Round Brown

What’s is it

INTRODUCTION:

Basically, a family picture represents a family tree. Family trees show how people are related
to each other. Similarly, scientists use phylogenetic trees like cladograms to study the relationships
among organisms. Sometimes, family trees are used to show relationships between individuals. Those
who are closely related are located closer together than those who are only distantly related. For
instance, in a family tree, we can see that the siblings are close together, indicating a close genetic
relationship. But the siblings are far from their great aunt, indicating a more distant genetic
relationship. Family trees can also be used to see ancestral connections. That is, we can see that all
the people in the last generation have the same great-great-grandparents in common.

What’s More

ACTIVITY: Phylogenic Tree

1. Choose any vertebrates and Create phylogenetic tree showing their evolutionary relationships. This
tree should be primarily based on physical characteristics, such as:
I. Presence or absence of a backbone
II. Ability to breathe in air or water
III. Cold or warm blooded
IV. Carnivore, herbivore, or omnivore
V. Presence or absence of hair/fur
VI. Any other external structures such as horns
2. Research on the internet on the sample of Phylogenic Tree.

What’s I can do

PERFORMANCE TASK:

1. Go online. Choose a group of organisms you are interested to work with (e.g. invertebrates);
2. Download pictures of different species.
3. Print the pictures. In tabular form, list all the characters. Evaluate the characters (whether primitive
or derived).
4. Remember that in building your cladogram, use only shared derived characters.
5. Construct your own cladogram.

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References

Manuals/Modules/Lesson Exemplar

The Commission on Higher Education. Teaching Guide for Senior High School
General Biology 2

Department of Education Central Office. Most Essential Learning Competencies

( MELCs). 2020.

Websites

1.https://www.britannica.com/science/genetic-engineering
2.https://www.sciencedaily.com/terms/plant_breeding.htm#:~:text=Classical%20plant%20breeding%
20uses%20deliberate,into%20a%20new%20genetic%20background.
3.https://www.genome.gov/genetics-glossary/Genetic
Engineering#:~:text=Genetic%20engineering%20is%20the%20process,selecting%20offspring%20wit
h%20desired%20traits4. https://www.theguardian.com/science/2019/jan/13/the-five-genetically-
modified-fruit-edited-bananas-tomatoes
5.https://clarkscience8.weebly.com/geologic-time-scale.html
6.https://www.dogalize.com/2016/12/dog-breeds/
7.https://blogs.scientificamerican.com/observations/the-concept-of-race-is-a-lie/
https://www.encyclopedia.com/science-and-technology/biology-and-genetics/genetics-and-
genetic-engineering/hardy-weinberg-
law#:~:text=Hardy%E2%80%93Weinberg%20law%20The%20law,generation%2C%20with
%20no%20overlap%20between

8.https://www.ck12.org/book/ck-12-life-science-concepts-for-middle-school/section/4.9/
9.https://www.nature.com/scitable/definition/hardy-weinberg-equation-
299/#:~:text=Science%20at%20Scitable-
,Hardy%2DWeinberg%20equation,In%201908%2C%20G.%20H.&text=If%20the%20p%20and%20
q,using%20the%20Hardy%2DWeinberg%20equation.
10.https://www.khanacademy.org/science/biology/her/heredity-and-genetics/a/hardy-weinberg-
mechanisms-of-evolution
11.https://www.britannica.com/science/species-taxon

12.https://www.ck12.org/book/cbse_biology_book_class_xi/section/1.3/

13.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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