Senior High School

GENERAL BIOLOGY 2
Module 5
Descents with Modification
General Biology 2
Module 5: Descents with Modification
First Edition, 2020

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 SHS
General Biology 2
Module 5
Descents with Modification
Introductory Message
For the facilitator:

Welcome to the General Biology 2 Self Learning Module on Descents with

Modification.

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

Good day teacher! This modulecontains information about the history on
how they trace the descendants of different organisms. Like other modules, this
is designed with different learning activities for our learners to explore and
achieved the desired competency. Please review this in advance to provide
learner the necessary support whenever they will be in need. Also, remind our
learners to answer the first activity after the other to have a real experience to
the progress of the lesson. Thank you.

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.

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For the learner:

Welcome to General Biology 2 Self-Learning Module on Descents with Modification.

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 into 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.

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 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. Do not 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!

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the concepts of biodiversity. 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.

Most Essential Learning Competency:

Show patterns of descent with modification from common ancestors to
produce the organismal diversity observed today (STEM_BIO11/12-IIIc-g-10)

This module is divided into 2 lessons namely:

Lesson 1 – Reproductive Isolation Mechanism
Lesson 2 – Speciation – Diversity of Organisms

After going through this module, you are expected to:

1. define species according to the biological species concept;

2. distinguish the various types of reproductive isolating mechanisms that
can lead to speciation;
3. discuss the different modes of speciation; and
4. explain how evolution produce the tremendous amount of diversity among
organisms.

What I Know

Directions: Write the letters of the correct answer on a separate sheet of paper.
1. Speciation is defined as the __________________.
A. hybrid mutation of species into different organism.
B. transformation of one species into a new species over time.
C. evolution of new species by means of reproductive isolation.
D. presence of diagnostic traits that distinguish one species from another
splitting of one species into two or more species.

2. Two species of plants do not cross-pollinate What reproductive isolation is

describe in this situation.?
A. Ecological- because they are isolate by a mountain
B. Behavioral - because they are isolate by a mountain
C. Gametic – because they flower at different times of the year
D. Temporal - because they have different methods of reproduction the year.

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3. What concept about species provide proof of speciation without abrupt changes in
diagnostic traits?
A. Biological
B. Evolutionary
C. Hypothetical
D. Natural
4. Organism A was not able to breed with organism B because of different genitalia
and extremely opposite mating season. What is the proof that speciation that
occurred to the descendants of a group of organisms?
A. Able to reproduce only among themselves
B. Anatomically unidentical
C. Anatomically identical
D. Living in one habitat

5. One half of the populations of the same species were exported to a tropical country.
At what point will these two populations be considered different species?
A. There is a physical barrier, such as the ocean between the two populations.
B. When the two populations have not been in contact with one another for
centuries.
C. The populations begin to change its mating season due to the terrain.
D. When they cannot interbreed due to differences in reproductive organs.

6. A red bell pepper and green eggplant were successfully breed in a plantation, to
produce a yellowish fruit with green streaks. The product is edible known as
“kamalong” but usually used as ornamental because of its small thumb-sized
fruits. Would these new plants be classified as their own species?
A. Yes, they have enough of their own traits to be considered an independent
species.
B. Yes, the fact that they have a different color from the original makes them
their own species.
C. No, due to their inability to reproduce successfully if pollinated with
another would not be classified as a new species.
D. No, the Kamalong is too similar to the parent species to be considered their
own species.

7. Which theory of speciation does a new species emerge from within the geographic
range of its ancestor?

I. Allochoric Speciation II. Allopatric speciation

III. Parapatric speciation IV. Sympatric speciation
A. I only
B. II and IV only
C. I and III only
D. I, III and IV only

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8. Which theory of speciation does NOT require a continuous process of
reinforcement?
A. Allopatric speciation
B. Parapatric speciation
C. Parapatric and Sympatric speciation
D. Allopatric and Sympatric speciation

9. In which of the following situation do reinforcement occur?

A. Hybrids have lower fitness than either of the two parental forms
B. Speciation is proceeding allopatrically rather than sympatrically
C. Natural selection acts to increase the prezygotic isolation between two
populations
D. Speciation is proceeding either sympatrically or parapatrically, rather than
allopatrically.

10. Occupying new environments can provide new selection pressures and new
opportunities leading to______________ of an organism to several species.
A. extinction
B. reproduction
D. retention
D. speciation

11. Which statement is NOT true about the picture?

I. Food supply may increase or decrease their

population.
II. Food supply affects their reproductive system.
III. The flies were geographically separated.
IV. They can still interbreed at the moment.

A. I only
B. II AND III only
C. III and IV only
D. I, II and IV only

12. Which of the following does NOT describe temporal isolation?

A. Plant A which can be reproduced through simple cuttings while
plant B needs pollination.
B. Patterns of courtship among chicken and ducks, and turkeys varies
a lot.
C. There is lack of complex genitalia in some common insects.
D. Organism that mate in water while the other on top of trees.

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13. Damsel flies represent gametic isolation. Is the statement correct?
A. Yes, because damsel flies have complex insect genitalia.
B. Yes, because damsel flies have complex body structure.
C. No, because some show colorful feathers while other dance to attract
females.
D. No, because damsel flies less likely to be sexually active during risky
periods.

14. As time progressed following the catastrophe, the genetic structure of the frog
population began to differ from each other since they were no longer
reproducing with each other. What is this process called?
A. Evolutionary segregation
B. Sympatric speciation
C. Allopatric speciation
D. Genetic conversion

15. What do you call the change that occurs in our DNA sequence, either due to
mistakes when the DNA is copied or as the result of environmental factors such
as UV light and cigarette smoke?
A. Genetic Drift
B. Migration
C. Mutation
D. Natural Selection

Lesson

1
What’s In

Directions: Identify the basic mechanism of evolutionary change. Choose the correct
answer from the set of words given below. Write your answer on a
separate sheet of paper.

Genetic drift Migration Mutation Natural selection

1. This mechanism can cause parents with genes for bright green coloration to
have offspring with a gene for brown coloration. That would make genes for
brown coloration more frequent in the population than they were before.

2. Some individuals from a population of brown beetles might have joined the
habitat of a population of green beetles. That would make genes for brown
coloration more frequent in the green beetle population than they were before.

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 3. In one generation, two brown beetles happened to have four offspring survive
to reproduce. Several green beetles were killed when someone stepped on them
and had no offspring. The next generation would have a few more brown
beetles than the previous generation — but just by chance. These chance
changes from generation to generation.

4. Green beetles are easier for birds to spot (and hence, eat). Brown beetles are
a little more likely to survive to produce offspring. They pass their genes for
brown coloration on to their offspring. So in the next generation, brown beetles
are more common than in the previous generation.

What’s New

Directions: Evaluate the pictures given below. Infer the similarities and differences
between/among these organisms. Write your answers on a separate
sheet of paper. Rubrics below will be used to check your answers.

Rubrics:
Excellent(5 pts) Good (4 pts) Poor(3 pts)
At least 3 ideas At least 2 ideas At least 1 idea related to
Relevance
related to the topic related to the topic the topic
At least 3 related At least 2 related At least 1 related research
Effort
researches researches
Total
A. Can these plant undergo hybridization?

B. Can these animals interbreed with each other?

Guide Questions:
1. Do they of the same species?
2. How do you define species in terms of biological concepts?

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 What is It

The Reproductive Isolating Mechanisms

A. Pre-zygotic isolation mechanisms prevent fertilization and zygote formation.

1. Geographic or habitat isolation (Ecological) – potential mates occupy different
areas or habitats thus, they never come in contact. Rivers change course,
mountains rise, continents drift, organisms migrate, and what was once a
continuous population is divided into two or more smaller populations.
2. Temporal or seasonal isolation (Allochronic) – different groups may not be
reproductively mature at the same season, or month or year. Example are
individuals that have bold behavioral types might be more likely to feed, or to
mate, during times of high-predation risk than individuals with shy
temperament types that are less likely to be active during risky periods.
3. Behavioral isolation (Ethological) – patterns of courtship are different.
Example are some birds that construct elaborate bowers and decorate them
with different colors in order to woo females. If two incipient species evolved
differences in this mating ritual, it might permanently isolate them and
complete the process of speciation.
4. Mechanical isolation – differences in reproductive organs prevent successful
interbreeding.
Lack of "fit" between sexual organs: This is a big issue for insects with
variably-shaped genitalia. These damselfly penises illustrate just how complex
insect genitalia may be.

5. Gamete Viability isolation (Gametic) – incompatibilities between egg and sperm

prevent fertilization. Example are foxes which cannot interbred with coyotes,
wolves, and domestic dogs,

B. Post-zygotic isolation mechanisms allow fertilization but nonviable or weak or

sterile hybrids are formed.
1. Hybrid inviability – fertilized egg fails to develop past the early embryonic
stages.
2. Hybrid sterility – hybrids are sterile because gonads develop abnormally or
there is abnormal segregation of chromosomes during meiosis. The ability to
participate in hybridization is not equally distributed in the populations and
frequently is restricted to a small proportion of cross-compatible genotypes.
3. Hybrid breakdown - F1 hybrids are normal, vigorous and viable, but F2
contains many weak or sterile individuals.
There are genes contributing to genetic incompatibilities, and therefore it
results to the evolution of intrinsic reproductive isolation (hybrid sterility and
inevitability).
Note: Remember the different genetic mechanisms that can change gene frequencies.
In the presence of a reproductive isolating mechanism, genetic drift, natural selection,
mutation and gene flow are free to operate on the population. These will lead to genetic
divergence and ultimately to species formation or speciation.

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 What’s More
Directions: Analyze the given situation. Identify the specific isolating mechanism.
Write the number that corresponds to the correct answer on a separate
sheet of paper.
PRE-ZYGOTIC

I. Geographic/Ecological/ Habitat Isolation

II. Temporal or Seasonal Isolation (Allochronic)
III. Behavioral Isolation (Ethological)
IV. Mechanical Isolation
V. Gametic Isolation

1. Two species of plants flower at different months.

2. Grass growing on pastures contaminated with heavy metals from mining
activities and those in surrounding grassland.
3. Seeds, seedlings, placed in stockrooms were isolated by time interval in terms
of planting.
4. Presence of female pilinut tree without male.
5. Duck and chicken with different courtship characteristics.
6. Adults of two species have non-identical timing of reproduction.

POST ZYGOTIC
I. Hybrid Inviability
II. Hybrid Sterility
III. Hybrid Breakdown

1. Adults of two species differ in decreased pollinator movement between the two
species.
2. Hybrid seeds germinated but are less likely to survive than parental seeds.
3. Hybrid seeds are less likely to germinate than parental seeds.

What I Have Learned

Directions: Differentiate Pre-zygotic from Post zygotic reproductive isolation
mechanisms that may lead to speciation? Which is most common in
plants? How about in animals? Write your answer on a separate sheet
of paper.

Pre-zygotic Post zygotic

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Rubrics for rating your answer.
Excellent(5 pts) Good (4 pts) Poor(3 pts)
At least 3 ideas At least 2 ideas At least 1 idea related to
Relevance
related to the topic related to the topic the topic
At least 3 related At least 2 related At least 1 related research
Effort
researches researches
Total

What I Can Do
Directions: Write a short reflection about this situation. Write your answer on a
separate sheet of paper.

Activity:
You own both a fighting Pit bull and a Japanese Peach. Is it proper to
interbreed these dogs? Why?

Rubrics for rating your answer.

Criterion 1 4 5
Answers are partial Answers are not
Answers are accurate
or incomplete. Key comprehensive or
and complete. Key
Content points are not clear. completely stated. Key
points are stated and
Question not points are addressed,
supported.
adequately answered. but not well supported.
Inadequate organization
Organization and Organization is mostly
or development.
Organization structure detract
Structure of the answer
clear and easy to
from the answer. follow.
is not easy to follow.
Displays four to five
Displays one to three Displays no errors in
errors in spelling,
Writing errors in spelling, spelling, punctuation,
punctuation,
conventions punctuation, grammar, grammar, and
grammar, and
and sentence structure. sentence structure
sentence structure.

Assessment

Directions: Write the letter of the correct answer on a separate sheet of paper.
1. The inability of a species to breed successfully with related species due to
geographical, behavioral, physiological, or genetic barriers or differences.
A. Reproductive isolation
B. Survival technique
C. Variation trend
D. Extinction

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2. Which of following describes gametic isolation?
I. Horses cannot interbreed with carabaos
II. Asian dogs may interbreed with American counterparts
III. Peking ducks’ mates with a goose produces no eggs
A. II and III only
B. I and III only
C. III only
D. I only

3. Which of the following does NOT describe temporal isolation?

I. Plant A which can be reproduced through simple cuttings while plant B needs
pollination.
II. Patterns of courtship among chicken and ducks, and turkeys varies a lot.
III. Organism that mate in water while the other on top of trees.
IV. There is lack of complex genitalia in some common insects.

A. II and III only

B. I and IV only
C. III only
D. IV only

4. What reproductive isolation is described when two species of plants do not cross-
pollinate?
A. Ecological- because they are isolate by a mountain
B. Behavioral - because they are isolate by a mountain
C. Gametic – because they flower at different times of the year
D. Temporal - because they have different methods of reproduction

5. Which of the following statements about biological species is(are) correct?

I. Biological species is a group of individuals whose members interbreed
with one another.
II. Biological species are the model used for grouping extinct forms of life.
III. Members of biological species produce viable, fertile offspring.
A. I only
B. II only
C. II and III ONLY
D. I, II, and III

For items 6-11. Tell whether isolation involve. Write A if it Pre-zygotic and B if it is
post zygotic.
6. Female squash flowers fall to the ground without insects to pollinate.
7. Two species of snakes live in the same region but one lives in water and the other
on land
8. Two species of birds with different courtship songs
9. Two species of trout that breed in different seasons
10. Mule is the sterile offspring of a horse and a donkey
11. Sea horses with external fertilization affected by environmental factors under
water.

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12. Ecological and behavioral it is a reproductive isolating factor that occurs when
an organism egg and sperm are incompatible. Is the statement true?
A. Yes, because they develop differences when one was isolated from the
mainland.
B. Yes, because the organism develops different genes that changes its
Behavior.
C. No, because reproductive isolation does not occur in an organism.
D. No, because it is temporal and genetic reproductive isolation.

13. What is mechanical isolation?

A. Patterns of courtship are different.
B. Differences in reproductive organs prevent successful interbreeding.
C. Potential mates occupy different areas or habitats thus, they never come
in contact.
D. Different groups may not be reproductively mature at the same season,
or month or year.

14. One example of gametic isolation in animals is fox could not interbreed with
wolves. Is this statement correct?
A. Yes, because of the incompatibilities between sex organs that prevent
fertilization.
B. Yes, because of the incompatibilities between egg and sperm prevent
fertilization.
C. No, because this reproductive isolation is an example is cause by ecological
isolation.
D. No, because fox and wolves can interbreed.

15. Which of the following examples represent gametic isolation?

A. Damsel flies have complex insect genitalia.
B. Irradiated plants lost its capacity to cross pollinate with other similar
plants.
C. Shy temperament types that are less likely to be sexually active during
risky periods.
D. Some male birds show colorful feathers while other dance to attract
females.

Additional Activities

Directions: In a one whole sheet of paper (short size) discuss the factors that
contributed to the differences in features and characteristics of the
finches. What is the importance of these factors (ex: environmental) to
the life of the specie? (You may mention discoveries of some scientists
who devoted their life to these study).

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 The Beak of the Finch
Volcanic islands represent ideal laboratories for the study of ecology and living
forms, for they permit flora and fauna to develop in almost complete isolation. From
their origin as sterile masses of lava, over millennia they gradually develop topsoil;
then seeds—borne by sea birds, by floating debris, or by humans on brief stops—
begin to grow and develop. Once plant communities have been established, they form
the basis for animal populations of marine mammals, pelagic birds, or insects and
passerine birds blown off migratory courses by storms. A few small land vertebrates,
depending on ocean currents, may arrive on floating rafts of vegetation. Once animal
life has secured a foothold, it must cope with a climate, terrain, and ecology very
different from those of its original habitat. In response, it adapts to the new
conditions, over time developing into new and hitherto unknown species. Among the
numerous volcanic islands of the world, the most famous are the Galápagos chain
off the coast of Ecuador, which Charles Darwin visited in 1835 as a naturalist aboard
HMS Beagle. During his stops among the islands, Darwin collected specimens of
flora and fauna for further study in England, as he had done in other locations on
the voyage. The collected species included several finches of a kind he had never
seen; all were similar in color but variable in size and behavior. Most striking to
Darwin were the varying sizes of their beaks, suggesting different feeding patterns,
though at first he saw little scientific significance in that fact. After returning to
England, he posted their skins to the ornithologist John Gould in London and was
surprised by his verdict that the finches belonged to previously unknown species. In
time, the fourteen species of finches inhabiting the islands became the most studied
group of birds in the world. Once it had been determined that they were all descended
from a single species, numerous scientists have attempted to explain how this
differentiation occurred. Since Darwin’s time, one of the native Galápagos species,
the largest and the weakest flyer among them, has become extinct, but thirteen
species remain on the islands.
Jonathan Weiner’s book is primarily an account of one such study of
Galápagos finches. Despite its extensive scientific bibliography, it is not a scientific
report but rather a narrative of the project of Peter and Rosemary Grant, who have
led an ongoing study from Princeton University for the past twenty-one years. They
have centered their study upon the ground-feeding finches indigenous to one small
uninhabited island, Daphne Major, near the center of the Galápagos chain. While
the ground feeders comprise six species, Daphne Major has only three or four species
in any numbers.

Rubrics:
Excellent(5 pts) Good (4 pts) Needs Improvement (3 pts)
At least 3 ideas At least 2 ideas At least 1 idea related to
Relevance
related to the topic related to the topic the topic
At least 3 related At least 2 related At least 1 related research
Effort
researches researches
Total

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 Lesson

2
What I Know

Directions: Choose the letter of the correct answer from the choices given below.
Write your answer on a separate sheet of paper.

1. What do you call the occurrence of abrupt genetic change causing reproductive
isolation between groups of individuals?
A. Allochoric
B. Allopatric
C. Parapatric
D. Sympatric

2. What situation occurs when there was an abrupt change in the environment over
a geographic border and a great number of the population dies.?
A. Allopatric and genetic mutation
B. Sympatric and extinction
C. Allopatric and extinction
D. Sympatric and mutation

3. Which of the following is referred when half of the population were transferred
from an island to the mainland?
A. Allochoric
B. Allopatric
C. Parapatric
D. Sympatric

4. Which of the following speciation example is TRUE?

A. Allopatric- In one species of desert plant found in a country in Africa, the
flowers open in the early morning, while in another species of the same
genus the flowers open in the late afternoon.
B. Parapatric- One type of European pine normally sheds its pollen in
February, while another found in Asia does not shed its pollen until April.
C. Allopatric- A population of lizards is split by an earthquake which leaves
half of the population on an island and the other half on the tip of the
peninsula. These lizards can't swim and have slightly different behavior.
D. Parapatric- Predatory fish also "prefer" colorful males. Colorful guppies live
in streams with fewer predator. Males in locations where there are more
predators tend to be less colorful.

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5. Sterility happens due to differences in radiation exposure when members of the
specie from a tropical rainforest were transferred to deforested area near the sea.
What speciation was demonstrated in this situation?
A. Parapatric
B. Ecologic
C. Allochoric
D. Allopatric

6. Which of the following statements is the effect of occupying new habitat?

A. Extinction - because can provide new selection pressures and new
opportunities leading to speciation
B. Extinction - because of cross reproduction and gene enhancement
C. Natural selection - due to selection pressures and new mating opportunities
D. Natural selection – due to extinction of superior organisms

7. The following are the theory of speciation that requires a continuous process of
reinforcement EXCEPT

I. Allopatric speciation
II. Parapatric speciation
III. Sympatric speciation
A. I only
B. I and II only
C. II and III only
D. I and III only

8. Which of the following situation would most likely lead to allopatric speciation?

I. Mutation causes a new trait to develop.

II. Flood causes the formation of a new lake.
III. Storm causes several large trees to fall down.
IV. Storm causes an organism to be carried away by the wind.

A. I only
B. IV only
C. II and IV only
D. I, II, III and IV

9. Which variable increases the likelihood of allopatric speciation taking place more
quickly?
A. Equivalent numbers of individuals in each population
B. Increased instances of hybrid formation
C. Longer distance between divided groups
D. Lower rate of mutation

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10. Which statement shows the main difference between dispersal and vicariance?
A. Dispersal depends on a genetic mutation occurring while vicariance does
not depend on genetic mutation.
B. Dispersal involves the movement of the organism while vicariance involves
a change in the environment.
C. Dispersal includes closely related organisms while vicariance includes only
individuals of the same species.
D. Dispersal leads to allopatric speciation while vicariance leads to sympatric
speciation.

11. The genetic structure of the grasshopper population began to differ from each
other since they were no longer reproducing with each other. What is this process
called?
A. Genetic conversion
B. Allopatric speciation
C. Sympatric speciation
D. Evolutionary segregation

12. The following are needed in order for sympatric speciation to develops
reproductive isolation EXCEPT
A. Barrier to gene flow
B. Geographic barrier
C. Barrier to mating
D. Genetic change

13. A horse and a donkey can successfully mate to produce an offspring known as a
mule. Mules are sterile, display a mixture of donkey and horse traits, and have a
different number of chromosomes from both parent species. Would mules be
classified as their own species?
A. Yes, mules have enough of their own traits to be considered an
independent species.
B. Yes, the fact that they have a different number of chromosomes makes
them their own species.
C. No, due to their inability to reproduce successfully mules would not be
classified as a new species.
D. No, mules are too similar to the parent species to be considered their own
species.

14. Sympatric speciation is the formation of two distinct species within the same
geographic location. Is this statement correct?
A. Yes, because a population divides into two adjacent niches with contact
and minimal genetic exchange forms two new species.
B. Yes, because it involves abrupt genetic changes that quickly lead to the
reproductive isolation of a group of individuals.
C. No, because isolated peripheral populations cease genetic exchange.
D. No, because population diverge due to geographic location.

14
15. At what point will populations be considered different species if two populations
of the same species grow distant from one another over time.
A. When the two populations have not been in contact with one another for
two hundred years
B. There is a physical barrier, such as a river, between the two populations
C. The populations begin to eat different foods.
D. When they are no longer able to interbreed.

What’s In

Directions: Differentiate pre-zygotic from post zygotic isolation. Write your answer
on a separate sheet of paper.
Rubrics for rating your answer
Criterion Needs Improvement (1) Good (4) Very Good (5)
Answers are partial Answers are not
Answers are accurate
or incomplete. Key comprehensive or
and complete. Key
Content points are not clear. completely stated. Key
points are stated and
Question not points are addressed, but
supported.
adequately answered. not well supported.
Inadequate organization or
Organization and Organization is mostly
development. Structure of
Organization structure detract clear and easy to
the answer is not easy to
from the answer. follow.
follow.
Displays four to five
Displays one to three errors Displays no errors in
errors in spelling,
Writing in spelling, punctuation, spelling, punctuation,
punctuation,
conventions grammar, and sentence grammar, and
grammar, and
structure. sentence structure
sentence structure.

What’s New

Directions: Given the diagram below, how do you describe the three models of
speciation? Write your answer on a separate sheet of paper.

Note: The ecological niche of an organism is

the functional role that it plays within an
ecosystem.

15
Rubrics:
Excellent(5 pts) Good(4 pts) Needs Improvement (3 pts)
At least 3 ideas At least 2 ideas At least 1 idea related
Relevance related to the topic related to the to the topic
topic
At least 3 related At least 2 related At least 1related
Effort explanation of explanation of explanation of species
species species
Use of adjectives No adjectives No adjectives
Grammar/
And correct But correct Incorrect grammar
Composition
grammar grammar

What is It
Modes of speciation
A. Allopatric speciation or geographic speciation (allo – other, patric – place;
‘other place’) - occurs when some members of a population become geographically
separated from the other members thereby preventing gene flow. Examples of
geographic barriers are bodies of water and mountain ranges. Dispersal occurs when
a few members of a species move to a new geographical area. Vicariance occurs when
something in the environment separates organisms of the same species into groups
Allopatric speciation may be by subdivision of the species range or by a peripheral
isolate - a small population which becomes cut off at the edge of the species range.

B. Parapatric speciation (para – beside, patric – place; ‘beside each other’) –

occurs when the groups that evolved to be separate species are geographic neighbors.
Gene flow occurs but with great distances is reduced. There is also abrupt change in
the environment over a geographic border and strong disruptive selection must also
happen. Parapatric speciation could happen if a steep cline evolved into a hybrid
zone and barriers to interbreeding then evolved.

C. Sympatric speciation (sym – same, patric – place; ‘same place’) - occurs

when members of a population that initially occupy the same habitat within the same
range diverge into two or more different species. It involves abrupt genetic changes
that quickly lead to the reproductive isolation of a group of individuals. Example is
change in chromosome number (polyploidization). • Sympatric speciation is most
likely if selection first establishes a stable polymorphism and then favors assortative
mating within each polymorphic type.
D. Reinforcement is the enhancement of reproductive isolation by natural
selection: forms are selected to mate with their own, and not with the other, type.
Sympatric speciation requires reinforcement to happen; parapatric speciation
usually requires it; allopatric speciation can take place with or without
reinforcement.

16
 What’s More
Directions: Identify the mode of speciation involved in the following situations. Write
the letter of the answer on a separate sheet of paper.

a. Allopatric b. Parapatric c. Sympatric

1. In one species of desert plant found in a country in Africa, the flowers open in
the early morning, while in another species of the same genus the flowers open
in the late afternoon.
2. One type of European pine normally sheds its pollen in February, while
another found in Asia does not shed its pollen until April.
3. A population of lizards is split by an earthquake which leaves half of the
population on an island and the other half on the tip of the peninsula. These
lizards can't swim and have slightly different behavior.
4. A farmer mates a goat and a sheep together in his backyard However, he finds
he cannot use this hybrid animal to produce any new hybrids.
5. Predatory fish also "prefer" colorful males. Colorful guppies live in streams
with fewer predator. Males in locations where there are more predators tend
to be less colorful.

What I Have Learned

Directions: Read and understand the questions carefully. Write your answer on a
separate sheet of paper.
1. Differentiate each mode of speciation. Write your answer on a separate sheet of
paper.
Allopatric________________________________________________________
Parapatic________________________________________________________
Sympatric_______________________________________________________

2. What mode of speciation is commonly manifested in an upland and lowland

variety of rice?
Rubrics for rating your answer:

Criterion Excellent (5) Very Satisfactory (4) Satisfactory (3)

Answers are
Answers are not
comprehensive, Question not
Content comprehensive or
accurate and adequately answered
completely stated.
complete.
Key ideas are clearly Displays one to three
Displays one to three
stated, explained, errors in spelling,
Organization errors in spelling,
and well supported. punctuation.
punctuation
Well organized.
Displays two to three
Writing errors in spelling, Displays more than
Well organized,
conventions punctuation, grammar, three errors.
and sentence structure.

17
 What I Can Do

Directions: Visit a flower/vegetable garden or domesticated animals in your locality.

List them. Take a picture and describe how 2 or more plants/animals
of the same species differ from each other. Write a report on what Mode
of Speciation might had affected this specie. Write your answer on a
clean sheet of paper. (short size)
Rubrics:
Criterion Excellent(5 pts) Good(4 pts) Needs Improvement (3 pts)
At least 3 ideas At least 2 ideas At least 1 idea related to
Relevance
related to the topic related to the topic the topic
At least 2 related At least 1 related Without any related
Effort pictures of species pictures of species picture of species
with caption with caption
Topic is very Topic slightly Not interesting
Effect
interesting interesting

Assessment

Directions: Choose the letter of the correct answer from the choices given below.
Write your answer on a separate sheet of paper.
1. What mode of speciation when two subpopulations of a species evolve reproductive
isolation from one another while continuing to exchange genes.
A. Allochoric
B. Allopatric
C. Parapatric
D. Sympatric

2. Which of the following mode of speciation when a new species evolves from a
surviving ancestral species while both continue to inhabit the same geographic
region.
A. Allochoric
B. Allopatric
C. Parapatric
D. Sympatric

3. There was an abrupt change in the environment over a geographic border and a
great number of the population dies. What situation occur?

I. Allopatric and genetic mutation

II. Sympatric and extinction
III. Allopatric and extinction
IV. Sympatric and mutation

A. I only
B. II only
C. III only
D. II and IV only

18
4. Due to differences in radiation exposure members of the specie from a tropical
rainforest were transferred to deforested area near the sea causes sterility to some
specie. What speciation was demonstrated in this situation?
I. Allopatric II. Parapatric
III. Allochoric IV. Sympatric
A. I and III
B. II and III
C. I and IV
D. I and IV

5. Which theory of speciation does NOT require a continuous process of

reinforcement?
I. Allopatric speciation
II. Parapatric speciation
III. Sympatric speciation
A. I only
B. I and II only
C. II and III only
D. I and III only

6. Which of the following speciation example is TRUE?

A. Allopatric- In one species of desert plant found in a country in Africa, the
flowers open in the early morning, while in another species of the same
genus the flowers open in the late afternoon.
B. Parapatric-One type of European pine normally sheds its pollen in
February, while another found in Asia does not shed its pollen until April.
C. Allopatric-A population of lizards is split by an earthquake which leaves
half of the population on an island and the other half on the tip of the
peninsula. These lizards can't swim and have slightly different behavior.
D. Parapatric-Predatory fish also "prefer" colorful males. Colorful guppies live
in streams with fewer predator. Males in locations where there are more
predators tend to be less colorful.

7. What is the effect of occupying new habitat?

A. Extinction - because can provide new selection pressures and new
opportunities leading to speciation
B. Extinction - because of cross reproduction and gene enhancement
C. Natural selection - due to selection pressures and new mating opportunities
D. Natural selection – due to extinction of superior organisms
8. Which situation would most likely lead to allopatric speciation?
I. Mutation causes a new trait to develop.
II. Flood causes the formation of a new lake.
III. Storm causes several large trees to fall down.
IV. Storm causes an organism to be carried away by the wind.
A. I only
B. IV only
C. II and IV only
D. I, II, III and IV

19
9. Longer distance between divided groups increases the likelihood of allopatric
speciation. Is this statement correct?
A. No, it lowers the rate of mutation.
B. No, longer distance between divided groups would not affect the specie.
C. Yes, equivalent numbers of individuals in each population increases.
D. Yes, it increases the instances of hybrid formation

10. What is the main difference between dispersal?

A. Depends on a genetic mutation occurring.
B. Involves the movement of the organism.
C. Includes closely related organisms.
D. Leads to allopatric speciation.

11. Which of the following is NOT needed in order for sympatric speciation to
develops reproductive isolation?
A. Barrier to gene flow
B. Geographic barrier
C. Barrier to mating
D. Genetic change

12. Which of the following BEST defines sympatric speciation?

A. A population divides into two adjacent niches with contact and minimal
genetic exchange
B. Formation of two distinct species within the same geographic location
C. Isolated peripheral populations cease genetic exchange
D. Populations diverge due to geographic location

13. As time progressed following the catastrophe, the genetic structure of the frog
population began to differ from each other since they were no longer reproducing
with each other. What is this process called?
A. Genetic conversion
B. Allopatric speciation
C. Sympatric speciation
D. Evolutionary segregation

14. When can we consider that two populations is a different species?

A. When the two populations have not been in contact with one another for
two hundred years
B. There is a physical barrier, such as a river, between the two populations
C. The populations begin to eat different foods.
D. When they are no longer able to interbreed.

15. A crossbreed dog is one whose parents are of two different breeds, or a mixture
of several breeds. Some popular crossbreeds have nicknames that combine the
names of their parents' breeds – Labradoodle (Labrador and Poodle) is a well-
known example. Would labradoodle be classified as their own species?
A. No, due to their inability to reproduce successfully labradoodle would not
be classified as a new species.
B. No, labradoodle is too similar to the parent species to be considered their
own species.
C. Yes, labradoodle have enough of their own traits to be considered an
independent species.
D. Yes, the fact that they have a different number of chromosomes makes
them their own species.

20
 Additional Activity

Directions: Give an example for each Mode of Speciation. You can use the table
presented below as your guide to answer this activity. write your answer
on a separate sheet of paper.

Allopatric Parapatric Sympatric

Plants

Animals

21
 22
Lesson 1
What I Know Assessment
1. C 1. A
2. A 2. B
3. A 3. D
4. C 4. D
5. D 5. D
6. C 6. A
7. C 7. A
8. D 8. A
9. D 9. A
10. D What’s More 10. B
11. D What’s In 1. I 1. I 11. B
12. D 1. Mutation 2. II 2. III 12. A
13. A 2. Migration 3. V 3. II 13. B
14. D 3. Genetic Drift 4. IV 14. B
15. C 4. Natural Selection 5. III 15. D
Lesson 2
What I Know Assessment
1. C 1. D
2. D 2. B
3. A 3. B
4. C 4. D
5. D 5. C
6. C 6. C
7. C 7. C
8. B 8. B
9. C 9. A
10. B What’s More 10. B
11. B 1. Sympatric 11. B
12. B 2. Allopatric 12. B
13. C 3. Parapatric 13. B
14. B 4. Sympatric 14. D
15.D 5. Allopatric 15. C
Answers Key
References
CHED-PNU. 2016. Genral Biology 2 Teachers' Guide. Manila, June.

education, Department of. 2014. EASE Module. Pasig City.

http://www.boundless.com/biology textbook. Accessed 06 08, 2020.

http:/www.evolution/berkeley.edu. Accessed June 2020.

23
 DISCLAIMER
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primary objective of preparing for and addressing the new normal. Contents of this
module were based on DepEd’s Most Essential Learning Competencies (MELC). This
is a supplementary material to be used by all learners of Region XII in all public
schools beginning SY 2020-2021. The process of LR development was observed in
the production of this module. This is version 1.0. We highly encourage feedback,
comments, and recommendations.

For inquiries or feedback, please write or call:

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