Schools Division Office – Caloocan City

MACARIO B. ASISTIO SR. HIGH SCHOOL (MAIN)

Pampano St. Kaunlaran Village, Caloocan City telefax No. 288-5093 Email Address: mbasistomain@gmail.com
____________________________________________________________________________________________________________________

Subject Area: SCIENCE 10 DATE: April 4, 2023 – Tuesday

SECTIONS: Colombia, Chile, Canada, Cuba and Guatemala

Content Standard: Performance Standard:

The learners demonstrate an understanding of how The learners should be able to write an essay on the
evolution through natural selection can result in importance of adaptation as a mechanism for the survival
biodiversity of a species
I. Objectives:
Most Essential Learning Competencies:
Explain fossil, comparative anatomy and genetic information provide evidence for evolution.
(S10LT – 111f-39)

Day 3-4: Explain how comparative anatomy and genetic information provides evidence for evolution.

Specific Objectives:
At the end of the period, 80% of the students should master the following objectives with 85% proficiency.

1. determine how biochemical analysis provide evidence for evolution;

2. count the number of amino acid differences between organisms and decide which of them are most
closely related; and
3. realize that organisms are related with each other according to their molecular data.
II. Subject Matter Reference: Books, Link, SLM

EVIDENCE of Evolution : BIOCHEMICAL Materials: Science 10 Learner’s Material textbook, SLM,

ANALYSIS illustrations, and video presentation

III. Procedure

A. Motivation/Drill/Review

Determine whether the ff. groups represent a homologous or analogous structures. Explain your
reason/basis of classification.

B. Vocabulary Development / Unlocking of Difficulties

Simply introduce the important terminology for the day which is Biochemical Analysis.

TERM:
 BIOCHEMICAL ANALYSIS refers to the similarity of their DNA sequence as a basis in producing amino acids.

C. Lesson Proper/Presentation of the Lesson

1. Start the session with a review on DNA, protein structures, and relationships learned in Module 2.
2. For tables 2, 3, 4, the teacher can divide the class into several groups and instruct them to highlight the different
amino acid by using other colors of pen.
3. Students will do Activity 4 Let’s Compare. pp. 313-316
4. The ff. will be assigned to each group.
Gr. 1 – Human and Chimpanzee
Gr. 2 – Human and Gorilla
Gr. 3 - Human and Rhesus monkey
Gr. 4 – Human and horse
Gr. 5 – Human and kangaroo
5. Students will present their work after the given allotted time.

ANSWERS TO GUIDE QUESTIONS:

Q15. Chimpanzee
Q16. Kangaroo
Q17. Bread molds, with 48 differences in amino acid sequence.
Q18. Fruit fly and screwworm, Fruit fly and wheat, with 47 differences in amino acid sequence.
Q19.Yes, the similarity in amino acid sequence may suggest similarity in their DNA sequence.
Q20. Yes, similarity in amino acid sequence may suggest the closer relationship of the organisms.

D. Generalization

Students should summarize the important lessons/concepts discussed.

KEY CONCEPT TO EMPHASIZE:

DNA and amino acid sequences maybe explored to investigate evolutionary concepts. These tools may provide identify
and are used in the classification of organisms to their respective genus and species.

E. Application

You have been given an opportunity to travel in the future for several hundred years. Use your
imagination to think of organisms that might be living on earth in that particular time, considering the
environmental disturbances, calamities, and changes that occurred.

F. Evaluation

Multiple Choice. Choose the letter that best corresponds to your answer.

1. When comparing amino acid sequences for hemoglobin in humans, horses and gorillas, which two were most
closely related?
A. horses and gorillas
B. horses and humans
C. humans and horses
D. humans and gorillas
2. The Table below shows the # of differences in amino acids in a protein called “Cytochrome C” when
comparing humans to other organisms. The protein is used by many plants and animals to convert energy in
cells.
List the 4 closest human relatives based on this biochemical comparison.

A. chimpanzee, horse, rattlesnake, snapping turtle

B. chimpanzee, gorilla, rhesus monkey, horse
C. fruit fly, bread mold, tuna fish, snapping turtle
D. gorilla, rhesus monkey, rattlesnake, gorilla

3. List the 4 most distant relatives based on this biochemical comparison.

A. bread mold, snapping turtle, gorilla, fruit fly

B. bread mold, tuna fish, rhesus monkey, rattlesnake
C. bread mold, gorilla, horse, chimpanzee
D. bread mold, fruit fly, tuna fish, snapping turtle

4. Which could be considered biochemical evidence of an evolutionary relationship?

A. Absence of vestigial structures C. Similar anatomical structures
B. Presence of embryonic gill slits D. Presence of identical proteins

5. This chart compares the base sequences of homologous

segments of DNA from three primates. Based on this information,
how many differences in the resulting amino acid sequences
would you expect to find between humans and chimpanzees?
A. 2 C. 4
B. 3 D. 6
IV. Reflection

10- 10-Chile 10-Canada 10-Cuba 10-

Colombia Guatemala
A. No. of learners who earned
80% on the formative
assessment
B. No of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
caught up with the lesson
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?

V. Assignment

Research organisms that are closely related with each other based on their amino acid differences.

Prepard by:

HELEN GRACE L. CABALAG

Teacher III

Checked by:

JONALITA C. CRISTOBAL
Head, Science Department