General Biology 2

Quarter 1 – Module 5:
Evidence of Evolution
General Biology 2 – Grade 12
Alternative Delivery Mode
Quarter 1 – Module 5: Evidences of Evolution
First Edition, 2020

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General Biology 2
Quarter 1 – Module 5:
Evidence of Evolution
Introductory Message
For the facilitator:

Welcome to the General Biology 2 – Grade 12 Alternative Delivery Mode (ADM)

Module on Evidence of Evolution!

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

This contains helpful tips or strategies that
will help you in guiding the learners.

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.

For the learner:

Welcome to the General Biology 2 – Grade 12 Alternative Delivery Mode (ADM)

Module on Evidence of Evolution!

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.

This is a task which aims to evaluate your

Assessment
level of mastery in achieving the learning
competency.

In this portion, another activity will be given

Additional Activities
to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

This contains answers to all activities in the

Answer Key
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. Don’t 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!
 What I Need to Know

This module is specifically designed for you to enjoy discovering different pieces of

evidence of evolution. Through different fun-filled activities, you will analyze and

explain the different evidence used in science to prove that evolution did take place.

You will also learn to infer the evolutionary relationship between organisms using

the evidence of evolution.

At the end of this module, you are expected to:

1. Explain evidences of evolution (e.g., biogeography, fossil record, DNA/protein

sequences, homology, and embryology) (STEM_BIO11/12-IIIc-g-12)

2. Infer evolutionary relationships among organisms using the evidence of

evolution (STEM_BIO11/12-IIIc-g-13)
 What I Know

Hello! Let’s check what you already know about the Evidences of Evolution and
Evolutionary Relationships.
Fill in the following table by identifying and illustrating the different evidences of
evolution.

Evidences of Definition Illustration

Evolution
1. Body parts that are 6-7.
structurally similar in
related species.
2. A diagram that shows how 8-9.
scientists think different
groups of organisms are
related.
3. The preserved remains or 10-11.
traces of an organism that
lived in the past.
4. Similarities in early 12-13.
development among
different organisms which
suggests that they are
related and share a
common ancestor.
5. Scientists used this to 14-15.
compare the genes of
different species to
determine how closely
related the species are.
 Lesson

1 Evidence of Evolution

You have learned already a great deal about evolution from previous modules

in this subject area. We have investigated the different mechanisms of evolution and

we have traced the development of evolutionary thoughts. You might realize by now

that evolution is an interesting topic in biology.

In line with that, this time we will 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. In

this module, 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!

 What’s In

Previously on Module 4: You have analyzed the patterns of descent with

modification from our common ancestor to the present organismal diversity. You also
have traced the development of evolutionary thoughts from a few notable individuals
in the field of evolution.

By way of a review, you need to analyze the following group of words and pick the
odd man out. Encircle the term which does not belong to the group of reach number
below.

1. Charles Darwin, Alfred Russel Wallace, Jean Baptiste Lamarck

2. HMS Beagle, Galapagos Islands, Birdwing Butterfly
3. Natural Selection, On the Origin of Species, Principle of Use and Disuse
4. Charles Darwin, On the Origin of Species, Principle of Use and Disuse
5. Old Species, New Species, Common Ancestor, Alien

As you chose the odd man term out you might have been reminded about how the
patterns of descent with modification explains the origin of different species on Earth.
You may also want to note that before Darwin and Wallace arrived at their conclusion
about how speciation occurred, they have collected numbers of specimens that
served as evidence for their claim. The pieces of evidence in the field of science are
very important.
 Notes to the Teacher
This module aims to help learners understand and explain the
different pieces evidence of evolution and how to use these
evidence to infer the evolutionary relationship between organisms.
The teacher may connect the concepts underlying the patterns of
descent with modification to the lesson today by pointing out that
Darwin’s theory of evolution is based from the inferences that he
had made after his 5-year journey aboard HMS Beagles.

What’s New

On the left are the structural palms

of different organisms or species of
primates.

Tarsiers are one of the small species

of primates commonly found at tropical
islands like Bohol in the Visayas Islands of
the Philippines. Gibbons are small apes
commonly found in the forests of
Southeast Asian countries, Chimpanzees
are few of the considered “smart” animals
and humans are believed to be the highest
form of “thinking organisms” on Earth.

One of the claims of the theory of Evolution

is these organisms evolved from the same
ancestor.

By looking at the illustration how will you

support or reject the said claim?

_________________________________________
From left to write, top to bottom are
the palms of tarsier, gibbons, _________________________________________
chimpanzees, and humans. _________________________________________
 What is It

THE CLAIM: DARWIN’S THEORY OF EVOLUTION

You have learned from the previous lesson how the thoughts about evolution

were developed, the prominent among the said thoughts is Charles Darwin’s Theory

of Evolution on which he stated that the organismal diversity today or the present-

day species descended from older species and a common ancestor; this happens

through the mechanism of natural selection on which organisms developed a

modified behavior, trait or characteristics as they adapt or become “fit” to the living

condition presented by their environment.

EVIDENCES: THE BRIDGE BETWEEN THE CLAIM AND THE FACTS

The pieces of evidences which consist of facts may be used to support a claim

or a theory or hypothesis, the evidence is used to check the relationship between a

scientific claim and the truth. They are data gathered through observation, collection

of specimens, or results of tests and experiments. Without such pieces of evidence,

a scientific claim must be revised or rejected.

 EVIDENCES OF EVOLUTION AND HOW TO USE THEM TO INFER
EVOLUTIONARY RELATIONSHIP

1. FOSSIL RECORD

Fossils are the remains of a

living organisms that lived in the
past. These remains may be in the
form of fossilized or preserved bone
structure, other hard body parts
aside from bones, imprinted
activities such as footprints, dungs,
nests, or gastric stones. Scientists
use these fossils to infer the
characteristics, structures, and
lifestyle of the ancient organisms.

Fossils showed that

organisms from the past look very Image source: Encyclopedia Britannica, Inc.
different from the organisms
The development of horses as evident
living today. An example is how the
through fossil records.
unearthed fossils of the horses from
different times led scientists to infer that the ancestors of the modern horses
have looked different from them. The fossils showed that ancient horses have
more toe-fingers because they used to feed on shrubs and broad leaves plants
or trees which are usually found on soft marshy grounds. As the land becomes
drier and the grass becomes more available, horses evolved to adapt and
survive.

We may not have the complete records of fossils from different times in
the history of life on Earth, but scientists can still theorize based on the
available data using logical reasoning. It is also important to take note that
fossils were collected from different areas across the world so as time pass by
and the records from fossils became more available, the sequences of
prehistoric events made evolution clearer.

2. COMPARATIVE ANATOMY

Body structures of organisms may be compared to each other to

investigate more on evolution. Scientists have developed classifications for
these body structures as deemed useful in the study of evolution.

2.a. HOMOLOGOUS STRUCTURE

 These are body structures from different organisms that may look
somewhat similar to each other or
have the same component but may
perform different functions.
Homologous structures suggest
common ancestry or shared
descent.

For example, the human arm,

the cat’s foreleg, the whale’s flipper
and the bat’s wings have different functions but have the same features or
bone structures. This indicates that these organisms inherited this
developmental pattern from a common ancestor.

2.b. ANALOGOUS STRUCTURE

These are body structures that
look the same and have the same
function but have different structures
or features. Analogous structures
suggest that organisms of different
descent or close common ancestor
have evolved the same structure
with the same function because of
the same needs.

Examples are the wings of

bats, birds , and insects; the From top to bottom: illustration of bat
differences from the bone structures wings, bird wings and insect wings.

and features of their wings indicate that even if they have wings to serve a
common function, they still evolved independently from two distantly related
groups of ancestors. Bones are the frameworks of the birds’ wings, meanwhile,
chitin, a tough material like bones is what composed the wings of the insects.
Therefore, the wings of birds and insects evolve independently with each other
in two distantly related groups of ancestors.
 2.c. VESTIGIAL STRUCTURE
These are body structures that are still present in some life forms but
have no clear functions. Vestigial structures suggest that organisms have once
had them, but evolution took place and they were no longer needed, so they
have shrunken in size and appear to be remnant from their common ancestor.
Examples are the human’s tailbone and appendix. Indicatively, vestigial
structures were once useful to the ancestor organisms, but due to changes in
different mechanisms of evolution, these structures no longer serve their
original purpose yet are still inherited by the descendant organisms as part of
the body plan.

3. EMBRYOLOGY
Early development stages or
organisms were studied and compared.
Embryology suggests that organisms
that are closely related seems to
have similarities or common traits
during their embryonic stage
because they have evolved from a
common ancestor.

For example, the embryo of a

From left to right, top to bottom are
human showed vestigial structures the embryos of fish, salamander,
such as gill slits and longer tail bone. turtle, chicken, rabbit and humans.
All are vertebral animals but have
These are indicative of the shared
evolved to grow differently from each
common descent of humans from other.
other living organisms such as fishes.
4. MOLECULAR BIOLOGY
Technological advancement provided a new line of knowledge and
evidence to prove common descent
or evolution. New equipment and
technique in the field of molecular
biology allowed researchers to map
the DNA sequence of different
organisms. You have already learned
from the previous modules that the
DNA serves as the blueprint or instruction of the life of an organism.
Molecular biology studies showed that the more similar the DNA
sequences of organisms are, the more relevant they are with one another.

An example is the 99.6% shared DNA sequence between humans and

chimpanzees which indicated that humans and chimpanzees are closely
related to each other in the tree of life. It also showed the complexity of DNA
because the 0.4% difference makes humans so much different from
chimpanzees in behavior and characteristics.

5. BIOGEOGRAPHY

Scientists study the geographical distribution of organisms on Earth. Their

findings suggest that some living organisms are unique to specific places

because they have evolved to adapt on certain conditions present in

those places; it may also be noted that specie which seems similar despite

different geographical location is an indication that those places were once

connected before that massive island of the Earth, the Pangaea divided.
THE RESULT: INTERPRETING THE EVIDENCES

The pieces evidence presented above are

not only used to prove the claim of the

theory of evolution but also showed how

they may be used to infer the evolutionary

relationship between different biological

organisms. Evolutionists or scientists used

these pieces of evidence to complete the

PHYLOGENETIC TREE or the TREE OF LIFE. This tree or diagram is used to

present the evolutionary relationship between the organisms using different pieces

of evidence of evolution. You will learn about this more on the succeeding modules.
 What’s More

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.

1. __________________________

2. ______________________

__________________________ ______________________

__________________________ ______________________

____________________________ ________________________
 What I Have Learned

Now it’s your turn! Read and fill out the following “I have

learned oath.”

Learning about the pieces of evidence of evolution and the how

to use them in inferring evolutionary relationship is an

extraordinary engagement! I can now understand that they

showed how life have evolved through time. I have also remembered that (1.)

__________________ is the tree of life on which scientists diagrammed the evolutionary

relationship between different life-forms using various evidences of evolution.

I have learned from this module that there are 5 evidences that may be used to infer

the evolutionary relationship of organisms; they are (2.)

______________________________, (3.) _________________, (4.) ___________________, (5.)

_____________________, and (6.) _____________________.

Biology is indeed an interesting field of study! It teaches me various truth about the

development of life, such as the evidences of evolution. What’s more amazing is how

researchers discovered them and used to infer on the evolutionary relationships of

different organisms on Earth. The knowledge from this endeavor may be useful in

tracing our history and in foreseeing what will happen to us in the future so that we

may recommend ways on how to ease our living. With proper precaution, science is

beneficial to the society. I ___________________ (write/state your name), do solemnly

pledge that I will only do good and responsible science for my society specifically in

learning about the evidences of evolution.

 What I Can Do

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.

 Assessment

Let’s see how well you have appreciated our lesson about the evidences of evolution
by answering the following questions. Choose and encircle the letter of the best
answer.

1. DNA of the life-forms on Earth are almost universal and seem to be templated
from one original source, this line of inferring can be based from what evidence
of evolution?
a. Fossil record
b. Comparative Anatomy
c. Molecular Biology
d. Embryology
2. Exactly different organisms such fish and humans may have resemblances
during the early stage of their development and will lose some key likenesses
as they grow in later stage of development, which among the following is the
line of evidence and field of study that underlie the said concept for evolution?
a. Fossil record
b. Comparative Anatomy
c. Molecular Biology
d. Embryology
3. Preserved bodies of cave dwelling man from cold and icy places suggested that
humans look different in the past, what evidence of evolution is used?
a. Fossil record
b. Comparative Anatomy
c. Molecular Biology
d. Embryology
4. Identify what evidence of evolution is used: vertebrate animals such as
humans, chickens and fish have gill slits and tails during their embryonic
stage.
a. Fossil record
b. Comparative Anatomy
c. Molecular Biology
d. Embryology
5. Boa constrictors, a kind of snake has a remnant of what appears to be
rudimentary hindlegs, what type of body structure are these?
a. Analogous structures
b. Homologous structures
c. Embryonic structures
d. Vestigial structure
6. These body structures indicate that organisms descended from a close
common ancestor.
a. Analogous structures
b. Homologous structures
c. Embryonic structures
d. Vestigial structures
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
 Additional Activities

You did well on reaching at this far end of the module! Let’s wrap up this wonderful

learning experience with another mind-thrilling activity.

Answer the following picture analogy equation by identifying what is the evidence of

evolution that is being riddled, explain how this evidence might be used to infer the

evolutionary relationship between organisms:

Additional Assessment:
Activities:
1. C
(1/meme- 2. D What I Can Do:
me)=(1/me)=em+bar 3. A What I Have
-a+yolo+gym-m= 4. D Students answers Learned:
embryology, a 5. D may vary.
6. B 1. Phylogenetic
study of living
tree
things early 7. A
2. Fossil record
development and 8. B
3. Comparative
indicates that 9. C anatomy
closely related 10. B 4. Molecular
species share 11. D biology
unique embryonic 12. B 5. Biogeograph
similar feature/s. 13. B y
14. D
15. C
What’s In:
What’s More: 1. Jean What I Know:
What’s New: Baptiste
1. Home-me+movie- Lamarck 1. Homologous
bee+logo+US+struc Students’ answers 2. Birdwing structures
ture= Homologous may vary. butterfly 2. Phylogenetic tree
structure, 3. Principle of 3. Fossils
suggests that Use and 4. Embryology
organisms Disuse 5. Molecular biology
descended from a 4. Principle of 6-7. Any illustration
common Use and of homologous
ancestor. Disuse
structure
2. Folder-old+mess- 5. Alien
me+ill-L=Fossil, 8-9. Any illustration
are remains of phylogenetic tree
ancient 10—11. Any
organisms which illustration of fossils
showed that 12-13. Any
organisms living illustration of
before were embryology
different from 14-15. Any
organisms living illustration os
today. molecular biology
Answer Key
References
DepEd (2020). Most Essential Learning Competencies with Corresponding CG codes.
General Biology 2. Pp. 631-633.

CHED (2016). Teaching Guide for Senior High School in General Biology 2. First
Edition. Pp. 92-100.

Tiamzon, Maria Elena, et al. (2016). General Biology 2 Textbook for Senior Highschool.
Quezon City: Vibal Group, Inc. Pp. 101-106.

Encyclopedia Britannica, Inc. Horse-Evolution of the horse.jpg. Image/jpeg. 2020.

June 25, 2020. https://www.britannica.com/animal/horse/Evolution-
of-the-horse

CK12. “Evidence from Comparative Anatomy-Homologous, Analogous and Vestigial

Structures.” CK12. 2020. June 25, 2020.
https://www.ck12.org/book/cbse_biology_book_class_xii/section/9.9/

Yourgenome. “How do you find out the significance of a genome after sequencing?”
Yourgenome. 2017. June 25, 2020.
https://www.yourgenome.org/facts/how-do-you-find-out-the-
significance-of-a-genome-after-sequencing

Gibbons, Ann. “Bonobos join Chimps as Closest Humans Relatives.” AAAS. 2012.
June 25, 2020. https://www.sciencemag.org/news/2012/06/bonobos-
join-chimps-closest-human-relatives
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