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Detailed-Lesson-Plan (Grade 12-STEM)

BSE Physical Science (Pangasinan State University)

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Republic of the Philippines

PANGASINAN STATE UNIVERSITY
Bayambang Campus
COLLEGE OF TEACHER EDUCATION
Quezon Blvd., Bayambang, Pangasinan

A DETAILED LESSON PLAN IN GRADE 12 STEM

TOPIC: EVOLUTIONARY RELATIONSHIP OF ORGANISMS

I. Objectives
At the end of 60 minutes class discussion, the students should be able to attain
atleast 85% of the following:
A. define evolutionary relationships
B. explain how comparisons of similarities and differences can suggest evolutionary
relationships;
C. infer the degree of relationships among organisms based on the amino acid
sequence in the cytochrome c molecule;
D. differentiate various species to measures similarities using homologous structure
and analogous structure
E. explain the significance of evolutionary relationships between organisms

K to 12 Standards Addressed:
 Content Standard: The learners demonstrate an understanding of Evolutionary
relationship among organisms.
 Learning Competencies:
-Recognize how comparisons of similarities and differences can suggest
evolutionary relationships.
-Infer the degree of relationships among organisms based on the amino acid
sequence in the cytochrome c molecule.

II. Subject Matter:

A. Topic: Evolutionary Relationship of Organisms

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B. Materials: Google meet, laptop, PowerPoint presentation, pictures for the activity,
models, and related images for Evolutionary Relationship.

C. References:
Determining Evolutionary Relationships. (2021, September 23).OpenStax CNX.
https://bio.libretexts.org/@go/page/7044. Retrieved from
https://bio.libretexts.org/Bookshelves/Introductory_and_General_Biology/Book
%3A_Concepts_in_Biology_(OpenStax)/12%3A_Diversity_of_Life/12.02%3A_Determinin
g_Evolutionary_Relationships#:~:text=Organisms%20that%20share%20similar
%20physical,stem%20from%20common%20evolutionary%20paths

Biology. Provided by: OpenStax CNX. Located at: http://cnx.org/contents/185cbf87-c72e-

48f5-b51e-f14f21b5eabd@10.8. Retrieved from https://courses.lumenlearning.com/suny-
wmopen-biology2/chapter/phylogenies-and-the-history-of-life/

D. Science Processes Involved:

Exploring, Understanding, Analyzing, Engaging, Elaborating

E. Science Concepts:
1. Evolutionary Relationship – The evolutionary relationship refers to the
similarities in structure, breeding behavior, geographical distribution,
chromosomes, and biochemistry of the living organisms evolved from the
common ancestors.
2. Homologous Structure – Homologous structures are organs or skeletal
elements of animals and organisms that, by virtue of their similarity, suggest
their connection to a common ancestor. These structures do not have to look
exactly the same or have the same function.
3. Analogous Structure – Analogous structures are features of different
species that are similar in function but not necessarily in structure and which
do not derive from a common ancestral feature (compare to homologous
structures) and which evolved in response to a similar environmental
challenge.
4. Cladogram – A cladogram is a diagram used to represent a hypothetical
relationship between groups of animals, called a phylogeny. A cladogram is
used by a scientist studying phylogenetic systematics to visualize the groups

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of organisms being compared, how they are related, and their most common
ancestors.
5. Cytochrome-c – Cytochrome-c is an important enzyme found in virtually all
organisms. It is a highly conserved protein which functions in the electron
transport chain system of the mitochondria which is needed for the release of
energy from food. It also performs a role in apoptosis (programmed cell
death) by being released into the cytosol activating the events of cell death.

III. Procedure
Teacher’s Activity Learner’s Activity
A. Daily Routine
1. Greetings and prayer

Good morning class! Good morning Ma’am

Before anything else let us bow our
heads and pray.

Once again good morning, students! Everyone’s fine Ma’am

How are you doing today?

Alright! I’m glad you are doing great

today.

2. Checking of Attendance

Now let us check the attendance. No one is absent or excused today,

Who’s the class secretary? Okay, Ma’am
may I know who is absent or
excused today?

3. Classroom conditioning

Okay, just relax, drink water, check

your internet connection as well as
your gadgets stability for you to
focus.

Okay, class! Everyone, please sit

down properly, find your most
comfortable place and listen
carefully.
(Students will raise their virtual
May I know if everyone is already hand.)
here and ready to listen? Can you

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please tap the raise hand button

raise your virtual hand for me to
know if you are ready?

4. Setting of Classroom Standards Students read the slides and listen

to the teacher.
Before we begin, I just want to
reiterate some class rules first so we
will have interactive learning
environment even if we’re on virtual
class today.
(Presents the Rules and
Regulations)

Are the rules clear? Do have

something to say about our Yes Ma’am
classroom rules? If none kindly tap
the like or heart react button.

5. Review (Elicit)
What do you remember in your lesson last
time? (Students tap raised hand button
B. Motivation (Engage) and answers)
Let’s have a simple game. This
game is entitled “Your Name”.

So, our game is entitled “YOUR

NAME”. In this game what you are
going to do is to arrange the jumbled
letters to get the right words and in
every jumbled letter I provided 3
images that will serve as your clue
as long as you are familiar to those
images and know their specific
name then you are able to get the
correct answer. You can also chat
your answer on the chat box.
Alright! Let the game begin!

So, are you ready? Okay let’s go! Yes Ma’am

1. PYHLOENGY
2. OHMLOOGUOS (Students tap raised hand button
3. NAAOLOSGU and answers)
4. VEOLUTANIORY
IHSTOYR

C. Presentation of the lesson

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Are you familiar with the terms

you’ve just arranged a while ago? (Students tap the raise hand
Kindly tap the raise hand button if button.)
you’re familiar with the terms.

Okay if you’re familiar with the

terms, then that’s good you’ll be able
to apply your prior knowledge about
it. On the other hand, if you’re not,
don’t worry I’m here to guide and
teach you.

D. Discussion proper (Explore)

For today’s lesson, we’ll be talking
about thermal expansion.

And at the end of our discussion,

you should be able to:
A. define evolutionary
relationships
B. recognize how comparisons
of similarities and differences
can suggest evolutionary
relationships;
C. infer the degree of
relationships among
organisms based on the
amino acid sequence in the
cytochrome c molecule;
D. differentiate various species
to measures similarities
using homologous structure
and analogous structure
E. explain the significance of
evolutionary relationships
between organisms

So, what is evolutionary relationship?

(Call someone from the class to
Topics of the Lesson (Explain) read the meaning of evolutionary
Evolutionary relationship relationship in their screen)
- The evolutionary relationship refers to the
similarities in structure, breeding behavior,
geographical distribution, chromosomes,
and biochemistry of the living organisms
evolved from the common ancestors.

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Characteristics used to determine

evolutionary relationships.
Evidence of evolutionary relationships
include:
 similarities in body structure
 Fossils
 protein structure
 similarities in DNA
 similarities in early development.

Measures of Similarity
There are two Measures of Similarity the
Homologous structure and Analogous
structure.
1. Homologous structure –
Homologous structures are organs
or skeletal elements of animals and
organisms that, by virtue of their
similarity, suggest their connection
to a common ancestor. These
structures do not have to look
exactly the same or have the same
function.
2. Analogous structure – Analogous
structures are features of different
species that are similar in function
but not necessarily in structure and
which do not derive from a common
ancestral feature (compare to
homologous structures) and which
evolved in response to a similar
environmental challenge.

Example of Homologous Structure

• Bat and bird wings, the foreleg of a
horse, the flipper of a whale, and the
arm of a human are homologous
structures, indicating that bats, birds,
horses, whales, and humans share
a common evolutionary past.

Example of Analogous Structure

• The bee and bird or bat wing types
illustrate an analogy—similar
structures that do not share an
evolutionary history.

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Another thing that we can use to see the

relationship of organisms is the
Cytochrome-c Because Living things share
some biomolecules which may be used to
prove relationships. These chemicals
include DNA and proteins. The building
blocks of these chemicals may be analyzed
to show similarities and differences among
organisms. The more similarities, the closer
the relationships and One of these is the
protein cytochrome-c.

What is cytochrome-c?
- Cytochrome-c is an important enzyme
found in virtually all organisms. It is a highly
conserved protein which functions in the
electron transport chain system of the
mitochondria which is needed for the
release of energy from food. It also
performs a role in apoptosis (programmed
cell death) by being released into the
cytosol activating the events of cell death.

(Explain Table 1. Number of differences.)

(Explain Table 2. Similarity Ranking.)

(Infer the degree of relationships among

organisms based on the amino acid
sequence in the cytochrome c molecule.)

(Create a cladogram based on amino acid

differences by dragging the picture below to
the correct location.)

(Question and answer portion. Let students

share their ideas)

What is cladogram?
- A cladogram is a diagram used to
represent a hypothetical relationship
between groups of animals, called a
phylogeny. A cladogram is used by a
scientist studying phylogenetic systematics
to visualize the groups of organisms being
compared, how they are related, and their
most common ancestors.

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Interpreting Cladograms
- In the cladogram on the right, it appears
that A is more closely related to C than in
the cladogram on the left. This is simply a
trick of presentation but represents no
meaning in terms of relatedness. These two
cladograms do, in fact, represent a single
phylogeny.

E. Fixing Skills (Elaborate)

PRACTICE QUESTIONS PART 1!
Alright! Class! inhale exhale muna tayo
una't unat ang katawam inom muna kayong
tubig ganun necessary for homeostasis.

INSTRUCTION: We have here multiple-

choice item questions all you have to do is
choose the letter of the BEST answer.
Listen and read the statements carefully

Let’s get started.

Question #1. In the following cladogram,

which groups are most closely related?

A.

Beetles and Ants

B. Flies and Beetles
C. Moths and Flies

Question # 2. You are making a cladogram

of fruit. You have 4 fruits: a banana, and
orange, a red apple, and a green apple. On
appearance alone, which of these is an
outgroup, and which two belong on the
node furthest from the start of the diagram?

A. Orange; Banana and Red Apple

B. Banana; Orange and Red Apple
C. Banana; Red Apple and Green Apple

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Question # 3. Look at the cladogram

referenced in question #1. Which of the
following characteristics is a
symplesiomorphy of the cladogram?
A. Wings
B. A tongue to gather nectar
C. Wings that fold under a hard shell

PRACTICE QUESTIONS PART 2!

Question #1. Dolphins and fish have similar
body shapes. Is this feature more likely a
homologous or analogous trait?
Answer: Analogous.

Question #2. Scientists studying shared

anatomical features are looking at
_______________.
Answer: Homologous structures

Question # 3. A homology is something that

is similar in all of the following EXCEPT –
a. Structure
b. Size
c. Position
d. Evolutionary origin

Question # 4. The bones of the forelimbs

(wing or arm) of three animals are shown
in the illustration. What is the MOST
reasonable conclusion that can be
drawn from a comparison of these

structures?
a. Birds and bats are closely related to each
other while humans are unrelated to both
b. The common ancestor of birds and bats
must have had wings and flown.
c. Humans live in habitats very different
from the habitats of both birds and bats.
d. Humans and bats share a closer

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evolutionary history with each other than

with birds.

F. Generalization with values

integration

1. What have you learned in our

lessons for today?
2. Why is it important to know the
evolutionary relationships between
organisms?
 Homologous physical features
shared between species can provide
evidence for common ancestry (but
we have to be sure they are really
homologous, and not the result of
convergent evolution).
 Similarities and differences among
biological molecules (e.g., in the
DNA sequence of genes) can be
used to determine species'
relatedness.
 Biogeographical patterns provide
clues about how species, both alive
and extinct, are related to each
other.
 The fossil record, though
incomplete, provides valuable
information about what species
existed at particular times in Earth’s
history.

IV. Evaluation (Evaluate)

MULTIPLE CHOICES: This is 15-item test on the topic Evolutionary
Relationship of Organisms. Carefully read the instructions and questions before
answering. Choose the letter of the correct answer. God Bless.

1. Which statement about analogies is correct?

a. They occur only as errors.
b. They are synonymous with homologous traits.
c. They are derived by similar environmental constraints.
d. They are a form of mutation.

2. What do scientists use to apply cladistics?

a. homologous traits

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b. homoplasies
c. analogous traits
d. monophyletic groups

3. What is true about organisms that are a part of the same clade?
a. They all share the same basic characteristics.
b. They evolved from a shared ancestor.
c. They usually fall into the same classification taxa.
d. They have identical phylogenies.

4. Why do scientists apply the concept of maximum parsimony?

a. to decipher accurate phylogenies
b. to eliminate analogous traits
c. to identify mutations in DNA codes
d. to locate homoplasies

5. An organism from which other organisms evolved

a. Ancestor
b. Anatomy
c. Diversity
d. fossil record

6. The sequence of heritable changes that occurred among species since

the origin of life on Earth
a. embryological developments
b. evolutionary history
c. cladogram
d. fossil record

7. A homology is something that is similar in all of the following EXCEPT –

a. Structure
b. Size
c. Position
d. Evolutionary origin

8. Sophie says dolphins and sharks look very similar, so they must be
related. Jake disagrees, saying DNA evidence has shown that dolphins
and other aquatic mammals are actually more closely related to the
ancestors of modern hippos. Who is correct using the modern system of
classification?
a. Sophie is correct because dolphins look more like sharks than
like hippos.
b. Jake is correct because classification is based on evolutionary
relationships.
c. Both are correct because traditional and modern classifications
can overlap.

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d. Neither is correct because neither is taking into account both the

traditional and modern systems

9. According to the cladogram, which organisms are in the smallest clade

with birds?
a. crocodiles
b. primates
c. rodents and rabbits
d. sharks

10. Consider the cladogram. Which is the best description of the two
organisms highlighted in pink?
a. They are separated by two
nodes.
b. They share a recent
common ancestor.
c. They belong to the same
species.
d. They are ancestors of each other.

11. The bones of the forelimbs (wing or arm) of

three animals are shown in the illustration.
What is the most reasonable conclusion that can be
drawn from a comparison of these
structures?
a. Birds and bats are closely related to
each other while humans are
unrelated to both
b. The common ancestor of birds and
bats must have had wings and flown.
c. Humans live in habitats very different from the habitats
of both birds and bats.
d. Humans and bats share a closer evolutionary history with each
other than with birds.

12. The diagram provided here is a phylogenetic tree. It shows how groups
of organisms are related through a
shared evolutionary history. Which of
the following provides the best
evidence that can be used to create this
diagram?
a. The habitats in which the
animals live
b. Competition between organisms
for resources

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c. Similarities and differences in body structures

d. Observations of interactions in the wild

13. Structures with the same parts have different functions; suggests that
organisms share a common ancestry.
a. vestigial structures
b. homologous structures
c. adaptive radiation
d. fossil

14. Whales, which live in the water, have

hips. These structures are important for carrying the weight of animals
that walk on land. Finding this body part in animals that don’t walk on
land is best explained how?
a. Whales have evolved this structure because it might be useful in
the future.
b. Whales are able to interbreed with other animals that have hips.
c. Whales have a diet that includes other animals that have this
structure.
d. Whales share a common ancestor with animals that walk on
land.

15. The evolutionary history for a group of species is called a

a. clade
b. phylogeny
c. convergence
d. taxonomy

V. Assignment (Extend)

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Use the diagram below to briefly answer the following questions. (5 points each)

Questions:
1. The forelimbs of the organisms in Figure above are examples of what
type of structures?
2. What are the functions of the three forelimbs in Figure above?
3. What do these structures indicate about the evolution of the three
organisms?
4. What would be an example of a structure analogous to structure C?
5. How does the anatomy of the forelimbs show an evolutionary pattern?
ANSWERS:
1. homologous structures
2. Structure A is a human arm, which is used for lifting and carrying
items. Structure B is the fin of a whale and is used for swimming.
Structure C is the wing of a bat and is used for flying.
3. They share a common ancestor.
4. the wing of a flying insect
5. The three forelimbs are adapted for different functions, but they are
formed from similar bones. All three forelimbs have a similar
structure. This indicates that the organisms share a common
ancestor.

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