10

Science
Quarter 3- Week 6
Module No 6
BIODIVERSITY AND EVOLUTION
(Theories of Evolution)

AIRs - LM
Science 10
Quarter No 3 - Module 6:BIODIVERSITY AND EVOLUTION (Theories of
Evolution)
First Edition, 2021

Copyright © 2021
La Union Schools Division
Region I

All rights reserved. No part of this module may be reproduced in any form
without written permission from the copyright owners.

Development Team of the Module

Author: Maricris A. Oñas, TIII

Editor: SDO La Union, Learning Resource Quality Assurance Team
Illustrator: Ernesto F. Ramos, Jr., P II

Management Team:

Atty. Donato D. Balderas, Jr.

Schools Division Superintendent

Vivian Luz S. Pagatpatan, Ph.D

Assistant Schools Division Superintendent

German E. Flora, Ph.D, CID Chief

Virgilio C. Boado, Ph.D, EPS in Charge of LRMS

Rominel Sobremonte, Ed.D, EPS in Charge of Science

Michael Jason D. Morales, PDO II

Claire P. Toluyen, Librarian II

 Target

Do you know why dinosaurs no longer exist today? Why some animals before
are very different from the animals we have now? From Grade 7 to
Grade 9 you have learned that organisms are grouped into Kingdom, Phylum,
Class, Order, Family, Genus, and Species. You also learned that organisms
possess unique characteristics. Some organisms may look the same but have
distinct differences from each other, others may not be related to one another
but they have similar functional features and characteristics. You may also
wonder why some animals that are present before are no longer existing today.
Such extinction of organisms was caused by various environmental factors
and human activities.

This module will give you an idea that maintaining individual differences and
variety of characteristics are important to ensure the survival of species. This module
will also discuss the different sources of possible evidence
for evolution such as fossil records, and developmental and molecular biology
which gave way to the different concepts about the origin of life. It will also
provide a variety of activities to help you understand the processes and
mechanism of evolution.

Through this module, it is hoped that you will be encouraged to further

take care of and protect our environment (e.g. natural resources), to ensure the
survival of species and conservation of our biodiversity.

Most Essential Learning Competency

• explain the occurrence of evolution (S10LT-IIIg-40)

Objectives
• explain why reproduction, variation, and adaptation are necessary for the
survival of species; and
• discuss how natural selection promotes expression and propagation of traits
and species that adapt with the changing environment.
Pre-Test
Multiple Choice. Read the following questions and write the letter of your answer
on a separate sheet of paper. Label your paper Quarter 3 Module
6 Pre-test.
______1. What do you call the process by which all the different kinds of living
things have changed over time?
A. biology B. evolution C. homeostasis D. parasitism

______2. What do you call the inherited trait that makes an individual different
from other members of a species?
A. adaptation B. hibernation C. mutation D. variation

______3. What is most likely to happen to a species that is NOT suited to its
environment?
A. It will survive and produce many offspring.
B. It will get bored and leave.
C. It will not survive to reproduce.
D. It will change all its previous behaviors.

______4. In the theory of natural selection, what species are most likely to survive?
A. Organisms with inherited acquired traits.
B. Organisms with variations that make them adapted to their
environment.
C. Organisms that overproduce.
D. Organisms that were isolated.

______5. Individuals within a population have slightly different traits, or variations.

How do variations improve the likelihood that a population will survive?
A. Variation enables individuals to produce offspring that will survive into
adulthood.
B. Variation enables the population to acquire traits, which help
individuals survive.
C. Variation provides the raw material (pool of genes) upon which natural
selection acts in a population.
D. Variation enables individuals who are very different from the rest of the
population to reproduce more successfully.

______6. Which of the following statements DOES NOT describe evolution?

A. Evolution is continuous.
B. Evolution refers to change.
C. The world is stable and unchanging.
D. If there is mutation, there is evolution

______7. Which of the following statements BEST explains the Theory of Natural
Selection?
A. Organs that are not used may disappear while organs that are
constantly used may develop.
B. In nature, the organisms with desirable characteristics may survive
while those with weaker traits may not.
C. Organisms develop desirable structures to survive in a given
environment.
D. Acquired characteristics of parents can be passed on to offspring.
______8. Which of the following statement explains Lamarck’s Theory of Use and
Disuse? Body structures develop because ______.
A. they are used extensively B. they are not in use
C. of competition D. of mutation

______9. Which of the following was NOT supported by Jean-Baptiste Larmarck?

A. Inheritance of acquired traits B. Natural Selection
C. The changes of species overtime D. Use and disuse

_____10. The finches on the Galapagos island were similar in form except for
variations of their beaks. What significant observation did Darwin
observe regarding the usefulness of these variations of finches’ beaks?
A. attracting a mate B. building nests
C. defending territory D. gathering food

_____11. What is another name for natural selection?

A. survival of the biggest C. survival of the fastest
C. survival of the fittest D. survival of the smartest

_____12. What is innate to species for them to undergo evolution?

A. Adaptation, Genetic make-up, Selection, and Variations
B. Acquired traits, Genetic make-up, Selection, and Variations
C. Adaptation, Need to Survive, Selection, and Variations
D. Acquired traits, Genetic make-up, Need to survive and Selection

_____13. Several individuals in a population of green beetles acquire a mutation

that makes them blue and toxic to their primary predatory bird species.
What do you expect will happen to this population over time?
A. The poisonous ones have higher fitness, and natural selection will lead
to more blue and toxic individuals and fewer green beetles over time.
B. The poisonous ones have higher fitness, and stabilizing selection will
lead to the population of beetles to be compared of mainly blue and
toxic individuals over time.
C. The poisonous ones have lower fitness, and natural selection will lead
to the population of beetles to stay green
D. The poisonous ones have no survival advantage, and the population
will be a mix of green and blue individuals over time

_____14. Why are black peppered moths less likely to be seen in the polluted city
parks?
A. Birds cannot see them as clearly on tree barks filled with sooth and
dust.
B. Birds prefer to eat white moths.
C. Black peppered moths prefer sooty trees.
D. White peppered moths prefer the countryside.

_____15. Why do modern scientists discredit Lamarck's theory of evolution?

A. It suggested that evolution happened according to a plan.
B. It suggested that changes come from what a species want or need.
C. It suggested that acquired characteristics do not have a genetic basis.
D. It believed that there was no extinction among species.
 Lesson
Lesson
1 Theories of Evolution

For you to understand the lesson well, do the following activities. Have fun and
good luck! Are you ready? Let’s start!

Jumpstart

Activity 1: Uncover the secret words of Evolution!

Directions: Fill in the crossword puzzle with words commonly used in studying
evolution from based on the guide sentences below. Match the number
of the sentence to the boxes placed across or down the grid.

Biodiversity and Evolution Crossword Puzzle

V E
A T A T T
V V A V V
A
V V

V V
E E E T
A A V

TV V
A T
V V V
T
A
V
T T E T
V V V

E V T
V
ACROSS
1. The number of organisms of the same species that live in a
particular geographic area at the same time, with the capability
of interbreeding.
3. The term used to refer to members of a species that are best suited to their
environment therefore be able to reproduce.
4. The state or fact of continuing to live or exist, typically despite of an accident,
ordeal, or difficult circumstances.
5. A change of characteristics within a population overtime.
8. The sum of all biological processes by which particular characteristics are
transmitted from parents to their offspring.
10. These are specific characteristics of an organism that can be determined by
genes or the environment, or more commonly by interactions between them.

DOWN
2. It is a trait or behavior that helps an organism to survive and reproduce.
6. These are changes in the genes among members of the same species.
7. This is a change in a DNA sequence that can result from DNA copying mistakes
made during cell division, exposure to ionizing radiation, exposure to
chemicals called mutagens, or infection by viruses.
9. These are organisms that in nature can breed and produce fertile offspring.

That’s indeed a good start! Congratulations!

Discover

Evolution is the process by which nature selects, from the genetic diversity of
a population, those traits that would make an individual more likely to survive and
reproduce in a continuously changing environment.

Where does life’s diversity come from? Where do new species come from? Why
do some species go extinct? These are just a few of the questions that can be
answered by an understanding of evolution, genetics, and biodiversity. These
disciplines explain the mechanisms that shape how organisms interact with their
environment and, in turn, how the environment shapes organisms over many
generations. The terms adaptation, variation, and fittest will guide in our basic
understanding of evolution.

Adaptation is a trait or behavior that helps an organism survive and

reproduce. These traits are genetic differences that occur in species. Organisms of a
species differ from one another in many of their traits. Variations are changes in
the genes among members of the same species. These variations can occur randomly
and as result of a trait being more fir for an environment. Fittest refer to members
of a species that are best suited to their environment. An organism's evolutionary
 fitness does not indicate its health, but rather its ability to get its genes into the next
generation. The more fertile offspring an organism leaves in the next generation, the
fitter it is.

To further understand the occurrence of evolution, let us explore the theories

that made a big impact in the study of evolution.

THEORIES OF EVOLUTION

Jean Baptiste LAMARCK

1744 – 1829

He was the first evolutionist to believe that organisms change

over time. Using fossil records as a guide, Lamarck was able
to develop three theories; one is The Theory of Need which
states that organisms change in response to their
environment. Their ability to survive helped them develop
characteristics necessary for them to adapt in a given
Source: environment.
http://evolution.berkele
y.edu/
Next is The Theory of Use and Disuse; which according
to Lamarck,
organs not in use will disappear while organs in use will develop. Lamarck
believed that giraffes before have short necks, but because of the need to
survive and in order to reach tall trees for food, they kept stretching their
necks until these became longer and able to reach taller trees. These acquired
characteristics were believed to be inherited by their offspring and propagated
by the next generation of giraffes. Lamarck called it as The Theory of Acquired
Characteristics.
If you change the color of your hair from black to blond, do you think
your child can inherit the blond color of your hair? A young lady keeps on using
whitening soap and becomes fair? Can her child inherit her acquired fairness?
Many scientists rejected the theories of Lamarck. They understood that
if there were changes in cell or body structure, there could be changes in the
genetic information of the species.

Darwinian Theory

Charles Darwin (1809-1882)

The more popular Theory of Evolution proposed by
Charles Darwin based on natural selection is different from
the theories of Lamarck. According to Darwin, giraffe species
originally had varying neck lengths but natural selection
favored the survival of giraffes with longer necks that could
feed on taller trees that were available. Giraffes with short
neck were eliminated due to lack of accessible food supply.
Fifty years after Lamarck’s Theory of Use and Disuse, Charles
Darwin suggested the Theory of Natural Selection,
http://evolution.berkeley.edu/ after his voyage to the Galapagos Island in HMS
Beagle. He was fascinated by the diversity of organisms he found along the journey.
In Galapagos Island, he observed that finch species have different beaks structures
for different food types.

The abundance of certain finch species in an island was somehow related to

the type of available food for these birds.

Source: http://evolution.berkeley.edu/

Darwin suggested that selection also takes place in nature. In selective

breeding, farmer identifies and selects the best and desirable trait to propagate.
In natural selection, environmental factors promote the survival of the fittest
and eliminates the less fit.

Natural Selection is primarily about reproduction. It is naturally results from

genetic variation in a population and the fact that some of those variations may be
able to leave more offspring in the next generation.

Based on 4 statements
1. Organisms produce many offspring and have potential to grow
unchecked.
2. Variations exist within a species (mutations and genetic recombination.
3. Competition for limited resources (struggle for existence).
4. Environment selects organisms with favorable traits (Survival of the
fittest)

Source: https://www.khanacademy.org/science/ap-biology/natural-selection/natural-selection-
ap/a/darwin-evolution-natural-selection
 Requirements:
➢ Lamarck’s Theory: There is a required adaptation to create new
variations. It is followed by the inheritance of these
characteristics.
➢ Darwin’s Theory: Requires random hereditary variation first followed by
the selection of variations.

Explore

To master these concepts, here are some enrichment

activities prepared for you! Keep going!

Activity 1: “Excavating the Mystery of Golden Kuhol!”

Objective:

Explain the Theory of Natural Selection.

Materials:

pen scissors bond paper paste

Procedures:

1. Analyze the given pictures of Apple Snail or also known as the Golden
Kuhol of the Philippines.
2. Trace the historical journey of Golden Kuhol as depicted by Natural Selection.
3. Use the short bond paper for this activity entitled: “Excavating the Mystery
of Golden Kuhol!”.
4. Using the concept on the Theory of Natural Selection, make a prediction in
each picture depicting the different events that may occur to the population
of Golden Kuhol over many years and many generations.
Limit your predictions from two to three sentences per pictures.
 Natural Selection and Golden Kuhol

Overproduction Variations

__ __

Birds Human Rats

Competition and Predation Selection

__

__
 Photo Analysis Rubric

Criteria Distinguished Proficient Apprentice Novice

4 3 2 1
Analysis of the Analysis of the Analysis of the Analysis of the
piece piece piece piece
demonstrated demonstrated demonstrated demonstrated
thorough considerable some little
Knowledge/ understanding understanding understanding understanding
Understandin of the of the of the of the
g principles, principles, principles, principles,
concepts, and concepts, and concepts, and concepts, and
relationships. relationships. relationships. relationships.
(Natural (Natural (Natural (Natural
Selection) Selection) Selection) Selection)

Analysis and Analysis and Analysis and Analysis and

Thinking/ interpretation interpretation interpretation interpretation
Inquiry of images is of images is of images is of images is
strong. sound. satisfactory weak.
Students Students Students Students
description of description of description of description of
the images the images the images the images
was extremely was extremely was extremely was extremely
thorough and thorough and thorough and thorough and
Application
was was was was
communicate communicate communicate communicate
d with great d with some d with d with limited
degree of effectiveness. effectiveness. effectiveness.
effectiveness.
Ability to make Ability to make Ability to make Ability to make
and express and express and express and express
judgements, judgements, judgements, judgements,
conclusion conclusion conclusion conclusion
Application and and and and
predictions predictions predictions predictions
was insightful was was was limited in
and effective. considerably moderately effectiveness.
effective. effective.

Sources: pkrathwellphotography.weebly.com/uploads/5/1/5/1/51516645/photoanalyisisrubric.pdf
 Deepen

Based from what you have learned in this module, evolution is continuous
process and it is affected by many factors one of which is mutation. Mutations in
genes can lead to the changes in the species appearance, body processes and more.
One contributory of mutation is pollution. To further deepen your understanding
evolution and our contribution to evolution, let us try to do this activity.

Enrichment Activity: “Oplan Rescue our Philippine Species”

Background

“Polluting events can change community structure and ecosystem

functioning. Selection of genetically inherited tolerance on exposed
populations, here referred as micro-evolution due to pollution, has been
recognized as one of the causes of these changes.”

ADAPTED: “Micro-evolution due to pollution: possible consequences for ecosystem responses to

toxic stress.” (Medina M., Correa J., Barata C. National Center for Biotechnology Information. January 30,
2017.

9
Goal: To create a tri-fold brochure that would help spread awareness on the
negative impact of pollution on our native species (plants and animals)
here in the Philippines. Moreover, it should contain some tips on how
Filipino youth like you can help.
Role: Spoke person of the “Greenpeace Philippines”, an organization in the
Philippines that helps spread awareness of protecting the environment
from total devastation and strives for sustainable development.
Audience: The target Audience are Junior High School Students.
Situation: First, You need to discuss through the use and words, the impact
of pollution in our environment specifically on the Micro-evolution due
to pollution (extinction of some species) and to suggest simple activities
that Filipino Family can do to help save our native species.
Product: Tri-fold Brochure

Note:
1. Use any paper of your choice the size must be the same with the size of a
long bong paper (8.5 by 13 inches).
2. Text can be written or encoded or both.
3. Pictures and images can be printed, cut out, or drawn personally.
4. Those students who choose to use computer to create their brochure may
do so.
 Tri-fold Brochure Analysis Rubric

Criteria Distinguished Proficient Apprentice Novice

4 3 2 1
Organization of Each section 75% or more 60% of the Less than half
Information in the sections of sections of of the sections
presented brochure has the brochure the brochure of the
a clear have a clear have a clear brochure have
beginning, beginning, beginning, a clear
middle, and middle, and middle, and beginning,
end. end. end. middle, and
end.
All facts in the 99%-90% of 89%-90% of Fewer than
brochure are the facts in the facts in 80% of the
Content accurate and the brochure the brochure facts in the
match cited are accurate. are accurate brochure are
resources. accurate.
No spelling No more than
No more More than 3
errors and all 1 spelling
than 3 spelling
sections of the and/or spelling and/or writing
Spelling and
brochure are writing and/or errors are
Mechanics
free of writing errors are
writing present.
errors. present. errors are
present.
The brochure The brochure The The
has has brochure brochure’s
exceptionally attractive has well- formatting
Attractiveness attractive formatting organized and
and Organization formatting and well- information organization of
and well- organized but not both material is
organized information. confusing to
information. the reader.
Graphics Graphics go Graphics go Graphics do
match the well with the well with the no with the
topic and text text, but text, but accompanying
in section there are so there are too text or appear
where placed. many (more few less than to be
Each section than two per three randomly
Graphics/pictures has no more section) that graphics for chosen.
than two they distract entire
graphics and from the text. brochure)
there are at and the
least a total of brochure
three graphics seems “text-
used. heavy”
Sources: http://mshartman.weebly.com/uploads/2/3/4/3/2343373/tri-fold_brochure_rubric.pdf

You are really doing great! That’s amazing!

 Gauge

Multiple Choice. Read the following questions and write the letter of your answer
on a separate sheet of paper. Label your paper Quarter 3 Module
6 Gauge.

______1. Who among the scientists proposed that evolution is the result of acquired
characteristic?
A. Charles Darwin B. Gregor Mendel
C. Jean Baptiste de Lamarck D. Thomas Malthus

______2. What is the term for a feature that allows an organism to survive better
in its environment?
A. adaptation B. homologous structure
C. variation D. vestigial structure

______3. What do you call the organisms that breed with each other and produce
fertile offspring in the natural environment?
A. gene pool B. niche C. population D. species

______4. What happens to the survival and reproduction of individuals that are
well adapted to their environment?
A. better traits B. fewer mutations
C. more offspring D. stronger genes

______5. According to Darwin’s theory of natural selection, What do organisms

needed to possess to survive?
A. characteristics their parents acquired by use and disuse.
B. characteristics that plant and animal breeders’ value.
C. the greatest number of offspring.
D. variations best suited to environmental conditions.

______6. Which is a major concept included in Lamarck’s theory of evolution?

A. Change is the result of survival of the fittest.
B. Body structures can change according to the actions of the organism.
C. Population size decreases the rate of evolution.
D. Artificial selection is the basis of evolution.

______7. Which statement about the members of a population that live long enough
to reproduce is consistent with the theory of natural selection?
A. They transmit characteristics acquired by use and disuse to their
offspring.
B. They tend to produce fewer offspring than others in the population.
C. They are the ones that are best adapted to survive in their environment.
D. They will perpetuate unfavorable changes in the species.
______8. In each generation, the wings of experimental fruit flies were clipped short
for fifty generations. The fifty-first generation emerged with normal-length
wings. What idea is disprove based on the given observations?
A. inheritance of acquired characteristics
B. inheritance of natural variations
C. natural selection
D. survival of the fittest

______9. According to Darwin’s Theory of natural selection, individuals who survive

are the ones best adapted to their environment. What is the reason for the
survival of species?
A. possession of adaptations developed through use
B. possession of inherited adaptations that maximize fitness
C. lack of competition within the species
D. choices made by plants and animal breeders

_____10. Why do modern scientists discredit Lamarck's theory of evolution?

A. It suggested that evolution happened according to a plan.
B. It suggested that changes come from what a species want or need.
C. It suggested that acquired characteristics do not have a genetic basis.
D. It believed that there was no extinction among species.

_____11. Which of the following statements does NOT support Charles Darwin
Theory of Evolution?
A. Darwin observed variation within the finches of the Galapagos Islands.
B. Darwin proposed natural selection as the mechanism for species
change over time.
C. Darwin used DNA evidence to support the process of Natural selection.
D. Darwin wrote the book Origin of Species by Natural Selection.

_____12. Which of the following phases best describes the results of natural
selection?
A. the natural variation found in all populations
B. unrelated but similar species living in different locations
C. the changes in the acquired characteristics of a population
D. the struggle for existence undergone by all living things

_____13. Bacteria adapt more quickly than elephants to environmental changes.

Which BEST explains this difference?
A. Bacteria reproduce more rapidly
B. Bacteria populations are more isolated.
C. Individual bacteria grow more steadily.
D. Individual bacteria have more genes.
_____14. Several individuals in a population of green beetles acquire a mutation
that makes them blue and toxic to their primary predatory bird species.
What do you expect will happen to this population over time?
A. The poisonous ones have higher fitness, and natural selection will lead
to more blue and toxic individuals and fewer green beetles over time.
B. The poisonous ones have higher fitness, and stabilizing selection will
lead to the population of beetles to be compared of mainly blue and
toxic individuals over time.
C. The poisonous ones have lower fitness, and natural selection will lead
to the population of beetles to stay green
D. The poisonous ones have no survival advantage, and the population
will be a mix of green and blue individuals over time

_____15. Some areas of a forest contain rich soil, while in other areas the soil is
poor. Plants of a certain species grow taller in the rich soil than in the
poor soil. The taller plants receive more sunlight and can produce more
offspring than the shorter plants. If these offspring grow in rich soil, they
are tall, but if they grow in poor soil, they are short. Which of the following
statements best explains why this situation is not an example of evolution
by natural selection?
A. The observed differences in plant height are not due to genetics.
B. The differences in soil conditions do not affect all plants equally.
C. The short plants and tall plants are not isolated enough from each
other.
D. The short plants are not accumulating gene mutations as quickly as
the tall plants.

Congratulations!!! You did very well in this module!!!

➢ Golden Snails of the same ➢ Golden Kuhol, has an
species or variety have advantage to some
different strips and color. organisms because they
➢ Each individual in a reproduce many offspring.
population of Golden Kuhol, ➢ If there are many offspring
have variations because they there is high probability
were produced from the genes that they will develop into
of two parents. mature snails.
➢ Moreover, snails like golden ➢ If the golden kuhol matures
kuhol have unique they can reproduce more
characteristics that is offspring for their species to
different from their own continue for the next
species just like for Siamese generation.
twins in humans.
Variations Overproduction
Natural Selection and Golden Kuhol
Guage Pretest
1. C 6. B 11. C 1. B 6. C 11. C
2. A 7. B 12. A 2. D 7. B 12. A
3. C 8. A 13. A 3. C 8. A 13. A
4. C 9. B 14. A 4. B 9. B 14. A
5. D 10. C 15. A 5. C 10. C 15. C
Answer Key
➢ The dark brown colored snail
are able to blend with the
color of the dark soil and thus
able to escape predation.
➢ The population of light brown
colored snail will be lessened
while the population of dark
colored snails will increase
due to the impact of
predation.
➢ Golden snails with darker
coloration make up a larger
part of the population. Giving
this kind of species to
reproduce more.
Selection
➢ Competition among the
same species is common
making some species to
survive other may die.
➢ Golden Kuhol compete for
food, space, and mate.
➢ Predators could easily spot
the light brown than the
darker brown golden kuhol.
➢ Camouflage among species
of organisms represents one
of the most important ways
of preventing predation.
Competition and Predation
References

A. Books

Johnson. G.B., & Raven, P. H. (2001). Biology: Evolution. Austin, TX: Holt,
Rineheart, & Winston

Miller, K. R. & Levine, J. (2000). Biology: Introduction to Evolution. Upper Saddle

River, NJ: Prentice Hall.

B. Government Publications

Science 10 Learner’s Material, First Edition (2015). Theories of Evolution.

C. Online and Electronic Sources

Brain, M. (n.d.). “How evolution works.” Accessed December 26, 2020

https://science.howstuffworks.com/life/evolution/evolution1.htm

“Evolution-Pre-test.” Accessed December 29, 2020.

https://www.troy.k12.oh.us/userfiles/1284/Classes/10443/Pre-test%20key-
1.pdf

Medina M., Correa J., Barata C. National Center for Biotechnology Information.
January 30, 2017.“Micro-evolution due to pollution: possible consequences for
ecosystem responses to toxic stress.”
https://pubmed.ncbi.nlm.nih.gov/17267012/

“Photo Analysis Rubric.” Accessed December 27, 2020.

pkrathwellphotography.weebly.com/uploads/5/1/5/1/51516645/photoanalyisi
srubric.pdf

Study Library Net (n.d.). “Evolution Guide Test Questions.” Accessed December 30,
2020.
https://study.net/doc/6896015/evolution-test-and-answer-key

“Tri-fold Brochure Rubric.” Accessed December 27, 2020

http://mshartman.weebly.com/uploads/2/3/4/3/2343373/tri-
fold_brochure_rubric.pdf

“Understanding Evolution.” 2021. University of California Museum of

Paleontology. 22 August 2008
http://evolution.berkeley.edu/

“Darwin, Evolution, & Natural Selection.” (n.d.) Accessed December 22, 2020
https://www.khanacademy.org/science/ap-biology/natural-selection/natural-
selection-ap/a/darwin-evolution-natural-selection

“Darwin, evolution, & natural selection