ALAMINOS CITY NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL DEPARTMENT

LEARNING ACTIVITY SHEET IN GENERAL BIOLOGY 2

Week 2-3, Quarter 4, May 24-June 4, 2021

I. Title: Patterns of Descent and Evolutionary Thoughts and Evidence of Evolution

II. Background Information for Learners:

“We are all connected with each other.” A line which is always used to signify that our actions as human
beings will affect every living organism on Earth, even the planet itself. In this lesson you will understand that
the connection does not only mean that our lives are interconnected because we are living on one planet; our
lives are connected to each other like a gigantic family tree. You will explore with the great naturalist and
evolutionary minds this Earth had seen, together we will investigate the patterns of descent with modification
and how did evolutionary theories come to be.
We will also try to unravel the different pieces evidences of evolution. Scientific claims are
indispensable because they are purely based on logic, investigation, and evidence. One of the great claims in the
scientific community which have been and still is a widely talked about concept is the evolution of life. Scientists
are still at an unending process of collecting data and evidence that may prove or disprove the knowledge about
evolution of life that we have today. We will explore these different pieces of evidences and we will use them to
infer evolutionary relationship between organisms. Sounds exciting? Let’s embark on yet another scientific
journey

III. Learning Competency with code:

1. Show patterns of descent with modification from common ancestors to produce the organismal diversity
observed today. (STEM_BIO11/12-IIIc-g-10),
2. Trace the development of evolutionary thought (STEM_BIO11/12-IIIc-g-11).
3. Explain evidences of evolution (e.g., biogeography, fossil record, DNA/protein sequences, homology, and
embryology) (STEM_BIO11/12-IIIc-g-12)
4. Infer evolutionary relationships among organisms using the evidence of evolution (STEM_BIO11/12-IIIc-g-
13)

IV. Directions:

Test your knowledge about the Patterns of Descent and Evolutionary Thoughts and Evidence of
Evolution by answering the following activities below. Write your answers on a separate sheet of paper.

V. Exercises/Activities:

A. Were you amazed by how evolutionary thoughts have developed? And how the patterns of descent with
modification be seen from a common ancestor to the organismal diversity that we have today? Below are a
series of terms about the lessons, sequence them to see their evolution or development of thought/idea. Use
numbers 1, 2, and 3 on which 1 signifies the first and 3 as last. Number is done for you as an example.
1. Wallace, Lamarck, Darwin Answer: 3,1,2 (Lamarck’s idea came first, followed by Darwin and then
Wallace.)
2. Principle of Use and Disuse, Modifications of Species from Place to Place, Origin of Species
3. Present Day Species, Common Ancestor, Earlier Species
4. Original Species, New Species, Species with Modified Traits
5. Giraffes, Birdwing Butterflies, Finche

B. As you have learned how patterns of descent with modification showed that one species evolved from a
common ancestor and from an earlier species through continuous alteration of traits to suit their need for
survival; it is now a big question of how humans will change in the future. What kind of new human species will
there be? Given the conditions that we are living in nowadays, there are theories that humans will end up
incorporating their traits with technology. In your point of view as a senior high school STEM student, what
will be the future human species? Support your claim with patterns or similarities with the modern-day human
species.
C Let’s see how well you have learned from about the patterns of descent with modification and the
development of evolutionary thoughts by answering the following questions. Choose and encircle the letter of
the best answer.
1. The following are the evolutionary reasons given by Wallace EXCEPT:
a. Struggle for Existence
b. Natural Selection
c. More offspring were born than can survive
d. Artificial Selection
2. Show how the patterns of descent with modification be described in terms of a flow chart.
a. New Species → Old Species
b. Old Species → Common Ancestor
c. Common Ancestor → Old Species → New Species
d. Common Ancestor → New Species → Old Species
3. Patterns of descent with modification showed that all organisms came from a single ancestor which through
the passing of time and after different variations have birthed to a new species that will also tend to bring new
divergent species.
a. True
b. False
c. Half true, half false
d. The statement is invalid
4. Patterns of descent with modification happens mainly because of this mechanism of evolution:
a. Mutation
b. Recombination
c. Non-random Mating
d. Natural Selection
5. He is the first person to significantly discovered how one new species can be a result of modification from a
single original species.
a. Charles Darwin
b. Alfred Russel Wallace
c. Jean Baptiste Lamarck
d. All of the above
6. He reasoned how species may change through continuous use and disuse of its trait or organs.
a. Charles Darwin
b. Alfred Russel Wallace
c. Jean Baptiste Lamarck. Charles Baron
7. Fox and polar bears which are distant relatives both developed white colored fur to adapt to the snowy
environment where they habituate. These body structures are identified as:
a. Analogous structures
b. Homologous structures
c. Embryonic structures
d. Vestigial structures
8. This is the study of body structures of organisms to compare and infer evolutionary links.
a. Fossil record
b. Comparative Anatomy
c. Embryology
d. Biogeography
9. Which among the following best explain the fossil records as an evidence of evolution?
a. Recorded events from the past indicates that the Earth was once filled with
water.
b. Fossils suggest that the Earth is not the same as it is today, for instance
there were once a huge massive interconnected land termed as Pangaea.
c. Fossils recorded the history of life on Earth and indicates that ancient life
forms were different from modern day species.
d. Recorded activities of animals from prehistoric times suggest that people
came from monkeys.
10. How will you differentiate analogous structures from homologous structures as evidence of evolution?
a. Analogous structures indicate common ancestry while homologous
structures suggest evolution because of same environmental factors.
b. Analogous structures are structures which indicates that organisms might
developed structures with same function as needs arise while homologous
structures showed pattern of common descent from different body
structures of closely related specie.
c. Both analogous and homologous structures are body structures used by
researchers to study the evolutionary development of organisms while
vestigial organisms showed different result.
d. B and C
11. What evidence of evolution is portrayed by the unique species on islands which are usually isolated from
another mainland?
a. Fossil record
b. Comparative Anatomy
c. Embryology
d. Biogeography
12. Mapping of DNA allows scientist to compare the genes of organisms from the past and organisms present
today, the evidence of evolution used is:
a. Fossil record
b. Molecular Biology
c. Analogous structures
d. Comparative Anatomy
13. Using the evidences of evolution, researchers have developed this diagram to represent the evolutionary
relationship between the organisms living on Earth, what is this diagram?
a. Phyke tree
b. Phylogenetic Tree
c. Phylogeny
d. Cladistics
14.How will you use biogeography as an evidence to infer evolutionary relationship?
a. Organisms living closer at each other and sharing the same niche are also
closely related to each other.
b. The unique characteristics of the organisms living on a secluded area is
indicative of their ancestry and speciation.
c. Biogeography revealed that organisms with similar developmental pattern
even if found at different places might once live together before they were
separated due to natural events or forces.
d. All of the above
15.The following are the pieces of evidence of evolution that may be used to infer the evolutionary relationship
between organisms EXCEPT:
a. Comparative Anatomy
b. Fossil record
c. Molecular Bonds
d. Embryology

D. The evolution of man is one of the most fascinating discussion and discovery in the field of science.
Humans as the race that have dominated the Earth and seem to be at the center of it have evolved greatly.
Observe the illustration on the left. The common ancestor of the primates like chimpanzees and humans might
look like a primitive primate with four limbs on which the forelimbs are used to hang on trees. After some time,
the emergence of humans has marked a great change on the history of life on Earth. In your point of view as a
senior high school STEM student, are humans still evolving? Provide evidences for your answer.

E. Have you enjoyed learning about the pieces of evidence of evolution and how to use them in
inferring the evolutionary relationship between organism?

Solve the following photo analogy equation. Explain each given evidence of evolution and how to use it to infer
evolutionary relationship between organisms
VI. Grading Factors:

Excellent Very Satisfactory Satisfactory Needs Points

(4 pts.) (3 pts.) (2 pts.) Improvement Earned
(1 pt.)
1. Demonstrates Demonstrates Demonstrates some Demonstrates limited
Knowledge/Und thorough considerable understanding of topic understanding of
erstanding understanding of understanding of topic or theme. topic or theme.
Information and topic or theme. or theme.
Ideas
2. Supporting Communicates ideas Communicates ideas Communicates ideas Communicates ideas
opinions with a high degree of with considerable with some clarity, few with limited clarity,
clarity, insightfully clarity, effectively supported opinions unsupported opinion
supported opinions. supported opinions
3. Organization Essay is logically Essay somewhat Central point and flow Ideas were
organized and well- digresses from the of essay is lost; lacks unorganized and
structured displaying central idea; ideas do organization and vague; no particular
a beginning, a body, not logically follow continuity. flow was followed.
and a conclusion. each other.
Critical thinking
skills are evident.

VII. Reference:

General Biology 2 – Grade 12,Alternative Delivery Mode, Quarter 1 – Module 4 &5 First Edition, 2020 by
Cecille B. Delgado, pp 5-22

Prepared by: Checked by: Approved by:

ANGIN A. CAMBA ROSENDO C. BERNABE JR. PhD CYNTHIA B. TABLANG EdD

Teacher III Master Teacher II OIC-Asst. Principal II, Academics