LEARNING TARGET:

 I can explain how fossil

records, comparative
anatomy, and genetic
information provide evidence
for evolution.
ORDER OF ORDER OF ORDER OF AMINO ACID
BASES IN BASES IN BASES IN CODED INTO
DNA mRNA tRNA PROTEINS
TAG AUC
CAT
GUC
CCA

METHIONINE
VALINE
ACU
ACA UGU
AAA
GAA CUU
EVOLUTION
Fossils- a trace or remains of organisms that are
preserved by natural processes. Mostly
found in sedimentary rocks
Types:
1. Imprints – soft body structures that may
form impressions on the
developing sedimentary rocks
2. Molds- hard body
structures like teeth,
shell, bones which
are depressions on
the rock

3. Petrified Fossils-
minerals replacing
the hard parts of
organisms
Radioactive Carbon Dating (C-14) – a technique
which proved very useful in determining the age of
fossils. All organisms have decaying carbon-14.
When an organism dies, C-14 starts to decay to form
nitrogen-14. C-14 breaks down every 5,730 years
Pre-cambrian
 Interpreting the fossil record

Despite its gaps, the fossil record does show that, over millions
of years
organisms became more numerous and more diverse,
 many more species came into existence
organisms became more complex
although very few organisms found as fossils are alive today,
there are many basic similarities in the body structure of the
fossils and similar organisms living today
although they are few, there are fossils which show
characteristics intermediate between major groups
TYPES OF EVOLUTION:
Homologous – body structures of different organisms
that are of the basic arrangement and pattern but
different functions

Lizard Bird

Dolphin Bat
Evolution from Comparative Anatomy
Analogous – body structures of different organisms
that are of similar function yet different in outward
appearance

Butterfly’s wing Bird’s wing

KEY IDEAS:
• Homologous structures is a strong indicator that the
organisms evolved from common ancestors. This type of
evolution is DIVERGENT EVOLUTION.
•The splitting of an ancestral population into two or more
subpopulations that are geographically isolated from one
another

pliohippus
KEY IDEAS:
• CONVERGENT EVOLUTION is an increase in similarities
among species derived from different ancestors as a result
of similar adaptation to similar environment
Who is your relative?
Why is it important to know your relatives?
Study shows that species that are closely related
exhibit similar embryonic development even when in
adult stage, the organisms are quite different

Similarity in structures may suggest that organisms

share common ancestors
EVIDENCE FROM AMINO ACID SEQUENCE
1. What organism appears to be least
related to humans?
2. Which pair of organisms appears to be
more related? Least related to each
other?
3. f the amino acid sequence of the two
organisms are similar, would their DNA
be also similar? Why?
Jean Baptiste de Lamarck
 First evolutionist to believe that
organisms change over time. Using
fossil records as a guide, Lamarck was
able to develop three theories:
The Theory of Need
 States that organism change in
response to their environment. Their
ability to survive helped them develop
characteristics necessary for them to
adapt in a given environment.
Theory of use and disuse
 according to Lamarck, organs not in use
will disappear while organs in use will
develop.
Theory of Acquired Characteristics.

 These acquired characteristics were

believed to be inherited by their
offsprings and propagated by the next
generation. 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?
 Charles Darwin
Father of Evolution
Proposed the Theory of Natural
Selection
Survival of the Fittest
He noted that giraffe species
originally had varying neck lengths
but only those longer necks
survived because they could feed
on taller trees which were available
as food supply
Darwin’s Finches
 Darwin’s Theory of Natural
Selection occurs in four
steps:
 Overproduction
 Variation
 Competition
 Selection
1. Overproduction
 Each species produces more
offspring that can survive
 2. Variation
 Each individual has a
unique combination of
inherited traits.
 Adaptation: an inherited
trait that increases an
organism’s chances of
survival
What adaptations do
you see?
What adaptations do
you see?
Why is Variation Important?
 Because the environment changes.
 The more variation within a species,
the more likely it will survive
 EX: If everyone is the same, they are all
vulnerable to the same environmental
changes or diseases
 The more variation of types of
species in an habitat, the more likely
at least some will survive
 EX: Dinosaurs replaced by mammals
Which community has a better chance
of surviving a natural disaster?

Community A Community B
 3. Competition
 Individuals COMPETE for limited
resources:
 Food, water, space, mates
 Natural selection occurs through
“Survival of the fittest”
 Fitness: the ability to survive and
reproduce
 Not all individuals survive to adulthood
 Darwin’s Theory of Natural
Selection occurs in four
steps:
 Overproduction
 Variation
 Competition
 Selection
4. Selection

 The individuals with the best traits /

adaptations will survive and have the
opportunity to pass on it’s traits to
offspring.
 Natural selection acts on the phenotype
(physical appearance), not the genotype
(genetic makeup)
 Ex: When a predator finds its prey, it is
due to the prey’s physical
characteristics, like color or slow speed,
 Individuals with traits that are not
well suited to their environment
either die or leave few offspring.
 Evolution occurs when good traits
build up in a population over many
generations and bad traits are
eliminated by the death of the
individuals.
Coral Snake Milk Snake
(Poisonous) (Not
poisonous)
Stick Mantid
Flower Mantid
ACTIVITY
 Follow the Track
 Objective: • Explain the Theory of
Natural Selection.
Procedure:
1. Observe the set of footprints in the
diagram.
2. Try to tell a story about the different
events.
3. Predict what can probably happen at
the end of the diagram.
 Questions to answer:
 In what directions are the footprints
going?
 Describe or predict what is happening in
Diagram 3. In Diagram 4.
 Create your own story using the four
diagrams and share it to the class.