Senior High School

General Biology 2
Module 11
The Classification of
Organisms Based on
Evolutionary Relationships
General Biology 2
Self-Learning Module (SLM)
Module 11: The Classification of Organisms Based on Evolutionary Relationships
First Edition, 2020

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 SHS
General Biology 2
Module 11
The Classification of Organisms
Based on Evolutionary
Relationships
Introductory Message
For the facilitator:

Welcome to the General Biology 2 Self-Learning Module (SLM) The Classification of

Organisms Based on Evolutionary Relationships.

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

Hello, my dear facilitator! This module is packed with series of activities
related to the classification of organisms based on evolutionary relationship
that will enable your learners to enhance their skills on this specific
competency. As a facilitator of learning, you are hereby authorized to instruct
your learners to carefully read and understand this module because it
contains necessary information about the lesson that they need to answer the
given tasks to develop critical thinking leading them to fulfill the activities as
they learn.
Please tell your learners to complete and perform the activities included
in this module. Just enjoy your journey with classification of organisms based
on evolutionary relationship.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

ii
For the learner:

Welcome to the General Biology 2 Self-Learning Module (SLM) The Classification of

Organisms Based on Evolutionary Relationships.

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

iii
 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.

2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.

3. Read the instruction carefully before doing each task.

4. Observe honesty and integrity in doing the tasks and checking your answers.

5. Finish the task at hand before proceeding to the next.

6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

iv
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the classification of organisms based on evolutionary relationships. The scope
of this module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students. The lessons are
arranged to follow the standard sequence of the course. But the order in which you
read them can be changed to correspond with the textbook you are now using.

The module focus only on the classification of organisms based on

evolutionary relationships.

Most Essential Learning Competency

 Describe species diversity and cladistics including types of evidence and

procedures that can be used to establish evolutionary relationship.
(STEM_BIO11/12IIIh-j-16).

After going through this module, you are expected to:

 demonstrate how shared derived characteristics can be used to reveal
degrees of relationship and;

 make a cladogram to infer evolutionary relationships.

What I Know

Directions: Read each item carefully. Choose the letter of the best answer. Write
the chosen letter on separate sheet of paper.

1. What is the study of diversity of organisms in evolutionary history and

relationships among organisms?
A. Evolution
B. Genetics
C. Systematics
D. Taxonomy

2. What is the study of evolutionary history and relationships among

organisms?
A. Evolution
B. Genetics
C. Phylogeny
D. Taxonomy

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3. What is included in the cladogram that represents a hypothetical
relationship between groups of organisms?
A. Time
B. Descendants
C. Common traits
D. Common ancestors

4. What is important in cladistics?

A. Shared traits
B. Common ancestors
C. Common descendants
D. Shared time of evolution

5. Which of the following is TRUE about organisms as the part of the clade?
A. All are the same trees.
B. Have identical phylogenies.
C. Evolved from shared ancestors.
D. All share the same basic characteristics.

6. Which of the following is used in describing phylogenetic relationships?

A. Clade
B. Descendant
C. Trait
D. Time

7. What character trait describe similarity of the trait because of convergent

evolution?
A. Apomorphy
B. Homoplasy
C. Plesiomorphy
D. Synapomorphy

8. What is used in creating cladogram?

A. Cladistics data
B. Character state
C. Group of animals
D. Evolutionary period

9. Which of the following traits express the sharing of two or more taxonomic
group?
A. Apomorphic
B. Homology
C. Plesiomorphic
D. Synapomorphies

10. Which of the following is the first step in creating a cladogram?

A. Select the outgroup
B. Plot in the cladogram
C. Make a Venn diagram
D. Pick organisms for the cladogram

2
11. If gramma means character; what is clados?
A. Root
B. Node
C. Leaves
D. Branch

12. Which of the following is used to represents evolutionary relationships

among organisms?
A. Cladistics
B. Cladogram
C. Phylogenetic tree
D. Taxonomic hierarchy

13. Which of the following is the basic assumptions of cladistics?

I Members of a group share a common recent ancestor and

“closely related” to one another than they are to other group of
organisms.
II Members of a group share a common recent ancestor and not be
“closely related” to one another than they are to other group of
organisms

A. I only
B. II only
C. both I and II
D. Neither I nor II

14. Which of the following is TRUE about cladistics?

A. Involves the categorization of organisms based on shared traits
B. Always based on the time where the ingroup of organisms evolve
C. Can be used the common traits of descendants and its various
characters
D. Can be used to shared common ancestors and evolutions of various
characteristics

15. Which of the following is often used in evolutionary biology for the
construction of phylogenetic trees?
A. Clade
B. Cladistics
C. Cladogram
D. Evolutionary time

3
 The Classification of Organisms Based on
Evolutionary Relationships
In module 10, you learned about the classification of living organisms based
on their shared characteristics. Furthermore, you learned how to name and how to
place the living organisms in what taxa they belong. Let us put your learning together
to perform the next challenging learning activities.

Is your family fond of getting together? Can you describe your family
members? Can you determine who is closely related to you?

What’s In

Activity. Do I Belong to My Family?

Directions: Make a list of the different characters or a feature that serve as your
evidences that you are a member of your family. Make a justification. Your
output will be assessed using the rubric below.

Guide Questions.

1. What makes you like to the members of your family?

2. What makes you unique?
3. Above all, whom you are closely related based on your characters or features?
Why?

Rubric for Designed Activity

Excellent Proficient Adequate Limited

Criteria 12 9 6 3
Most of the
Included all Many data are Incomplete
Content data needed
data needed missing. data
were included.
Provided a
Provided a
very Provided an Did not
Explanation comprehensive
comprehensive explanation. explain.
explanation.
explanation.
The The
The
presentation presentation Presentation
Clarity and presentation
of data is very of data is not of data is very
organization of data is clear
clear and well clear and disorganized.
and organized
-organized. disorganized.

4
 What’s New

Activity. My Tree! My Life!

Directions:

1. Make your family tree.

2. Start your family tree from your grandfather and mother both mother and
father side.
3. After constructing your family tree, make a character traits table Examine the
features of each member of the family.
4. Use a separate sheet of paper in performing and answering the activity.
Guide questions.

1. Describe your family tree.

2. How did you construct your family tree?
3. What is the importance of family tree?
4. Who is closely related to your mother?
5. Who is closely related to your father?
6. Based on your table, whose member of your family is closely related to your
grandfather in father side? in grandmother in your father side? Why?
7. Based on your table, whose member of your family is closely related to your
grandfather in mother side? in your grandmother in your mother side? Why?
8. Who among members of your family who have the least common characters
or features?
9. Based on the characters of each member of your family, what can you
conclude?

Rubric for Designed Activity

Excellent Proficient Adequate Limited

Criteria 20 15 10 5
Most of the
Included all Many data are Incomplete
Content data needed
data needed missing. data
were included.
Provided a
Provided a
very Provided an Did not
Explanation comprehensive
comprehensive explanation. explain.
explanation.
explanation.
The The
The
presentation presentation Presentation
Clarity and presentation
of data is very of data is not of data is very
organization of data is clear
clear and well clear and disorganized.
and organized
-organized. disorganized.

5
 What is It

Systematics is the study of the diversity of organisms in evolutionary history

and relationships among organisms.

Phylogeny

Phylogeny is the study of evolutionary history and relationships among

organisms. The evidences from the wide variety of sources including the
paleontology, embryology, morphology, anatomy and molecular biology can be used
to establish phylogeny.
Phylogenetic is the study of evolutionary traits and relationships between
organisms or a group.

A phylogenetic tree is a diagram that represents evolutionary relationships

among organisms. The pattern of branching in a phylogenetic tree reflects how
species or other groups evolved from a series of common ancestors. In trees, two
species are more related if they have a more recent common ancestor and less related
if they have a less recent common ancestor. Here’s the example of phylogenetic
tree.

Figure A. Phylogenetic Tree

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 Species Panthera Taxidae Canis Canis
pardus taxus latrans lupus

Genus Panthera Taxidae Lutra Canis

Canidae
Family Felidae Mustelidae

Order
Carnivora

Figure B. The phylogenetic tree showing link classification with phylogeny

Branch point
(node)
Taxon A

Taxon B
Sister
Taxa
Ancestral Taxon C

Lineage Taxon D

Taxon E

Taxon F
Common ancestor
of taxa A-F
Polytomy

Figure C. The phylogenetic tree showing divergence of lineages through time (i.e. the
evolutionary relationship of taxa).

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Cladistics

Cladistics refers to biological system that involves the categorization of

organisms based on shared traits. The organisms are typically grouped by how
closely they are related; thus, cladistics can be used to share common ancestors and
evolutions of various characteristics. The basic assumption behind the cladistics is
that members of a group share a common recent ancestor and thus “closely related”
to one another than they are to other group of organisms. Moreover, in the field of
cladistics, specific terminology was used to describe particular “character state” of
an organism.

These are the common term used to describe the character traits of group of
organisms.

Figure D. Character Traits of Group Organisms

1. Synapomorphies the trait is shared by two or more taxonomic group. It

derived through evolution of common ancestors.
2. Plesiomorphic it refers to the ancestral state. Its character state is inferred
to have been retained from its ancestors
3. Apomorphic it refers to derived state. It can be used to diagnose a clade or
even to define clade name in phylogenetic nomenclature.
4. Homolapsy traits are similar because of convergent evolution
5. Homology traits have common ancestry, may/may not share function, and
may/may not look alike

6. Analogy traits with common function, may/may not share ancestry, and
may/may not look alike.

Clade

Clade used when describing phylogenetic relationships. It denotes that all

organisms within the clade are related to a single ancestor. It may contain
synapomorphies because the animals are closely related, on the other hand, as
organisms become a new species, they can develop new unique characteristics and
its trait considered as autapomorphy.

8
 The Clade

Moreover, cladistics methodologies involve the application of various

molecular, anatomical, and genetic traits of organisms. Cladistic analysis allows for
a precise definition of biological relationship. Cladistics are often used in evolutionary
biology for the construction of phylogenetic trees. Cladistics data is also used to
create cladograms.

Cladograms
Cladogram is a diagram that represents a hypothetical relationship between
groups of organisms, including their common ancestors. The term "cladogram"
derived from the Greek words “clados”, which means "branch," and gramma, which
means "character."
Furthermore, the diagram resembles the branches of a tree that extend
outward from a trunk. It is also used by the scientist studying phylogenetic
systematics to visualize the groups of organisms being compared, how they are
related and their most common ancestors. It is also an evolutionary tree which shows
evolutionary relationships by showing points at which lineages diverged from
common ancestral forms. It is interpreted as that which requires the fewest
evolutionary changes in the taxa involved.

Let’s take a look to the parts of Cladograms

Parts of the Cladograms

1. Root is the central trunk of a cladogram that indicates the ancestor common
to all groups branching from it.
2. A cladogram uses branching lines that end in a clade, which is a group of
organisms sharing a common hypothetical ancestor.
3. Nodes the points where the lines intersect are the common ancestors

9
Here are two examples of two identical Cladograms:

Steps in Creating Cladograms

1. Pick organisms for your cladogram

2. Pick one ancestral and one derived characteristic to designate the Outgroup.
Outgroup organisms just outside of your ingroup. Used for rooting tree. The
outgroup comparison; if the taxon is not the member of the group of organisms
being classified and has a character state that the same as some of the
organisms in the group, then the character can be considered plesiomorphic
3. Determine which set(s) of characteristics each organism have. In a data place
an "x" in the box if the organisms have the characteristic. Count up the
number of x's for each organism and place the total at the bottom of the Data
Table.

Example:

Characteristics Shark Bullfrog Kangaroo Human

vertebrae X X X X
Two pair of limbs X X X
Placenta X X
Mammary glands X

4. Make a Venn diagram, placing your organisms in groups to illustrate those

characteristics which different organisms have in common. The most
inclusive set (this is the set which all organisms in the cladogram have) will
have all other characteristic sets nested within it.

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 Example:

Mammary glands: Human

Placenta: Kangaroo

Two pair of limbs: Bullffrog

Vertebrae: Shark

5. Using the Venn diagram of the groupings just completed as a guide, draw your
cladogram to illustrate the ancestry of the organisms. The diagram should
reflect shared characteristics as time proceeds.
An example is shown below.
The Squares along the line represent the derived characteristics and when in
time they arose. Each line shows where each animal branched off in
evolutionary time. All animals are shown at the same level (along the top) to
indicate that they all still exist; none have gone extinct.

Example:

Shark Bullfrog Kangaroo Human

Out group

Vertebrae Two pair limbs Placenta Mammary gland

What’s More

Activity. My Cladogram

Directions: Below are the pictures of animals for you to visualize its character
traits. Complete the table below. Mark an “X” if an organism has the trait
and zero (0) if it is absent. Do this activity on a separate sheet of paper.

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 Carpenter Ant (Red) Earthworm

Huntsman Spider Housefly

Organisms/Character traits Cells Legs 6 legs Wings

Earthworm
Huntsman spider
Carpenter Ant (red)
Housefly

1. Using the data in the table, make a cladogram

2. According to your cladogram, which two species are more closely related? Why?

Rubric for Cladogram

Excellent Good Fair Poor

Description
12 9 6 3
Each node is Nodes are
represented by one Labeled correctly by
Nodes are
clearly written questions, but
poorly labeled,
dichotomous the questions are Nodes are
some are
Node question that either no
skipped, or
not
represents a dichotomous, or labeled.
they are not
pertinent and based upon poorly
defined
effective chosen
characteristic characteristics
All branches end in Branches
One or more major
a single specimen, Some specimens do not end
branches were left
and all specimens were neglected or with single
End incomplete and or
are represented by a some groups we’re answers
member some branches do
branch at the end of not properly or
not end with single
a unique path of subdivided. branches
unique specimens.
nodes. cross
Cladogram was Cladogram was
Student created the complete and complete and
most efficient and functional, but the functional, but the Cladogram
Entire
Complete cladogram Characteristics same questions are did not
diagram possible given the chosen could have Found repeatedly function.
end members. been placed in a on multiple
much better order branches

12
 What I Have Learned

A. Fill in the blanks. Select your answer inside the box. Write the correct answer
on a separate sheet of paper.

Nodes Phylogeny cladistics outgroup

common ancestor shared trait

1. _________ is the study of evolutionary history and relationships among organism

2. __________it refers to biological system that involves the categorization of

organisms based on shared traits

3. Root is the central trunk of a cladogram that indicates the ________to all groups
branching from it.

4. ____________organisms just outside of your ingroup and used for rooting tree.

5.____________the points where the lines intersect are the common ancestors

B. Arrange the Steps in Constructing a Cladogram sequentially. Write the letter

Only on a separate sheet of paper.

Steps

1.________ A. Determine which set(s) of characteristics each organism have.

2.________ B. Make a Venn diagram, placing your organisms in groups to illustrate

those characteristics which different organisms have in common.

3.________ C. Pick organisms for cladogram

4.________ D. Pick one ancestral and one derived characteristic to designate the
outgroup

5.________ E. Using the Venn diagram of the groupings just completed as a guide,
draw your cladogram to illustrate the ancestry of the organisms.

13
 What I Can Do

Directions: Construct a cladogram to the following organisms. Copy and do this

activity on separate sheet of paper.

Cat Chicken

Lizard Mosquito

Rubric for Cladogram

Excellent Good Fair Poor

Description
12 9 6 3
Nodes are
Each node is
labeled
represented by one Nodes are
correctly by
clearly written poorly labeled,
questions, but
dichotomous some are Nodes are
the questions
question that skipped, or not
Node are either no
represents a they are not labeled.
dichotomous,
pertinent and defined
or based upon
effective .
poorly chosen
characteristic
characteristics
All branches One or more
Some
end in a single major
specimens Branches do
specimen, and branches were
were not end with
all specimens left incomplete
End neglected or single
are represented and or some
member some groups answers or
by a branch at branches do
we’re not branches
the end of a not end with
properly cross
unique path of single unique
subdivided.
nodes. specimens.
Cladogram
Cladogram
was complete
Student created was complete
and functional,
the most and functional,
but the
efficient and but the same Cladogram
characteristics
Entire complete
chosen could
questions are did not
diagram cladogram found function.
have been
possible given repeatedly on
placed in a
the end members. multiple
much better
branches
order

14
 Assessment

Directions: Read each item carefully. Write the Letter of the correct answer. Use
separate sheet of paper for your answer.

1. What diagram use to represents a hypothetical relationship between groups

of organisms, including their common ancestors?
A. Cladogram
B. Venn diagram
C. Web diagram
D. Phylogenetic tree

2. Which of the following is NOT true about phylogenetic tree?

A. A diagram that represents evolutionary relationships among
organisms.
B. It reflects how species or other groups evolved from a series of
common ancestors.
C. A diagram that represents a hypothetical relationship between groups
of organisms, including their common ancestor
D. It shows two species are more related if they have a more recent
common ancestor and less related if they have a less recent common
ancestor

3. Which of the following BEST explain about analogy traits?

A. Traits evolved from a common descendant.
B. Traits shared from evolution of a common ancestors.
C. Common ancestry, may/may not share function, and may/may not
look alike.
D. Common function may/may not share ancestry and may/may not
look alike.

4. Which of the following is NOT a specific term used to describe particular

character state of an organisms?
A. Analogy
B. Apomorphic
C. Homogeneous
D. Homology

5. Which of the following is MOST important in classifying the living organisms

using a cladistics approach to systematics?
A. Number of homoplasies
B. Shared derived characters
C. Shared primitive characters
D. Analogous primitive characters

6. Which of the following is the use of cladistics?

A. Create a cladogram
B. Identifier of the outgroup and16 ingroup
C. Locate the start of the evolution of traits
D. Hold the different shared characters of the ancestors

15
7. What character trait derived through the evolution of common ancestors?
A. Apomorphic
B. Homology
C. Synapomorphies
D. Plesiomorphic

8. Which of the following is NOT the basic assumptions of cladistics?

I Members of a group share a common recent ancestor and

“closely related” to one another than they are to other group of
organisms.

II Members of a group share a common recent ancestor even they not

“closely related” to one another than they are to other group of
organisms

A. I only
B. II only
C. Both I and II
D. Neither I nor II

9. Which of the following is TRUE when the organisms become a new species?
A. They evolve rapidly
B. They left their group
C. They are ready to reproduce
D. They develop new characteristics

10. What character trait used to diagnose clade even to define clade in
phylogenetic tree?
A. Apomorphic
B. Homology
C. Synapomorphies
D. Plesiomorphic

11. Which of the following traits contain by the clade?

A. Apomorphic
B. Homology
C. Synapomorphies
D. Plesiomorphic

12. Which of the following allows a precise definition of biological relationship?

A. Cladogram
B. Cladistic data
C. Phylogenetic tree
D. Cladistic analysis

16
For items no. 13-15. Please refer to the illustration below.

Pine tress Flowering plants

Ferns
flowers
Mosses
seeds

Vascular Tissue

13. What plant is considered as the outgroup?

A. Ferns
B. Mosses
C. Pine tree
D. Flowering plants

14. What plants are closely related to each other?

A. Mosses & fern
B. Mosses & pine tree
C. Mosses & flowering plant
D. Pine tree & flowering plants

15. What character trait shared by the Mosses and Fern?

A. Seeds
B. Flowers
C. Vascular Tissue
C. Flower, seeds, and tissues

17
 Additional Activities

In your home, make a cladogram on the animals or plants present. Your

output will be assessed using the rubric below. Do this activity on separate sheet of
paper.

Rubric for Cladogram

Description Excellent Good Fair Poor

12 9 6 3
Each node is Nodes are Nodes are Nodes are not
Node represented by labeled poorly labeled.
one clearly correctly by labeled,
written questions, but some are
dichotomous the questions skipped, or
question that are either no they are not
represents a dichotomous, defined
pertinent and or based upon .
effective poorly chosen
characteristic characteristics
End member All branches Some One or more Branches do
end in a single specimens major not end with
specimen, and were branches single
all specimens neglected or were answers or
are some groups left branches
represented we’re not incomplete cross
by a branch at properly and or some
the end of a subdivided. branches do
unique path of not end with
nodes. single unique
specimens.
Student Cladogram Cladogram Cladogram
Entire created was complete was complete did not
diagram the most and and function.
efficient and functional, functional,
complete but the but the same
cladogram characteristics questions are
possible given chosen could found
the end have been repeatedly on
members. placed in a multiple
much better branches
order
The cladogram The cladogram The The
Promptness submitted on submitted 30 cladogram cladogram
time minutes late submitted 60 submitted
minutes late 120 minutes
late

18
 19
What’s More
cells legs 6 legs wings
Earthworm X 0 0 0
Huntsman X X 0 0
spider
Carpenter Ant X X X 0
Housefly X X X X
Carpenter
Ant
Housefly
Huntsman
Spider
Earthworm
cells 6 legs wings
legs
What I Know What I Have Learned Assessment
1. C 1. A 14.D
2. C A. 2.C 15.C
3. D 3.D
4. A 1. Phylogeny 4.C
5. C 2.Cladistics 5.D
6. A 3. Common ancestor 6.A
7. B 4. Outgroup 7.C
8. A 8.B
5.Nodes
9. D 9.D
10. D B. 10.A
11. D 6.C 11.C
12. C 7. D 12.D
13. A 8.A 13.B
14. D 9. B
15. B
10.A
Answer Key
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21
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