Senior High School

NOT

General Biology 2
Quarter 3 - Module 7
EVOLUTION & HEREDITY

GENERAL BIOLOGY 2

Department of Education ● Republic of the Philippines

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General Biology 2 - Grade 12
Alternative Delivery Mode
Quarter 3 - Module 7: Evolution & Heredity
First Edition, 2020

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Published by the Department of Education – Division of Cagayan de Oro Schools

Division Superintendent: Dr. Cherry Mae L. Limbaco, CESO V

Development Team of the Module

Author:

Reviewers: Jean S. Macasero, Shirley Merida, Duque Caguindangan, Eleanor Rollan,

Rosemarie Dullente, Marife Ramos, January Gay Valenzona, Mary Sieras, Arnold Langam,
Amelito Bucod, Adam Ray H. Manlunas

Illustrators and Layout Artists: Jessica Bunani Cuňado, Kyla Mae L. Duliano

Management Team
Chairperson: Cherry Mae L. Limbaco, Ph.D., CESO V
Schools Division Superintendent

Co-Chairperson: Rowena H. Paraon, Ph.D., CESE

Assistant Schools Division Superintendent

Members Lorebina C. Carrasco, OIC-CID Chief

Jean S. Macasero, EPS- Science
Joel D. Potane, LRMDS Manager
Gemma P. Pajayon – PDO II
Lanie M. Signo – Librarian II
Evelyn Q. Sumanda, School Head
Cely B. Labadan, School Head
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 Senior
Senior High
High School
School

General Biology
2
Quarter 3 - Module 7:
Evolution & Heredity

This instructional material was collaboratively developed and reviewed

by educators from public and private schools, colleges, and or/universities. We
encourage teachers and other education stakeholders to email their feedback,
comments, and recommendations to the Department of Education at action@
deped.gov.ph.

We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

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 Table of Contents

What This Module is About ................................................................................................................... i

What I Need to Know .............................................................................................................................. ii
How to Learn from this Module ...........................................................................................................ii
Icons of this Module ...............................................................................................................................iii

What I Know ........................................................................................................................................... iii

First Quarter
Lesson 1: Systematics Based on Evolutionary Relationships:
Tree of Life and Systematics
What I Need to Know..................................................................................................10
What I Know: Definition of Terms ............................................................................10

What’s New: Similarities and Uniqueness ............................................................10

What is It: Learning Concept……………………………………………………11

What’s More: Essay ....................................................................................................13

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 Module 7
Evolution & Heredity
What This Module is About

This module demonstrates your understanding of the characteristics of Earth

that are necessary to support life, particularly on the essential components of this
planet that drives all living things or biotic factors (plants, animals, microorganisms) to
exist. It also emphasizes on the different subsystems (geosphere, hydrosphere,
atmosphere, and biosphere) that make up the Earth and how these systems interact
to produce the kind of Earth we live in today.

This module will help you explore the key concepts on topics that will help you
answer the questions pertaining to our very own, planet earth.

This module has one (1) lesson:

• Lesson 1: Systematics Based on Evolutionary Relationships: Tree of
Life and Systematics

What I Need to Know

After going through this module, you are expected to:
1. 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)

5. Explain how the structural and developmental characteristics and relatedness of DNA
sequences are used in classifying living things. STEM_BIO11/12IIIhj-14

6. Identify the unique/ distinctive characteristics of a specific taxon relative to other taxa
(STEM_BIO11/12IIIhj-15)

7. Describe species diversity and cladistics, including the types of evidence and
procedures that can be used to establish evolutionary relationships.
(STEM_BIO11/12IIIhj-16)

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How to Learn from this Module

To achieve the learning competencies cited above, you are to do the following:
• take your time reading the lessons carefully.
• follow the directions and/or instructions in the activities and exercises diligently.
• answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that

Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

II

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 Lesson Systematics Based on
Evolutionary Relationships: Tree of Life
1 and Systematics

What I need to know

Learning Competency
The learners should be able to explain how the structural and developmental characteristics and
relatedness in DNA sequences are used to classify living things (STEM_BIO11/12IIIh-j-14)

Specific Learning Outcomes

At the end of the lesson, the learners will be able to:
• describe the multiple lines of evidence used to infer evolutionary
relatedness;
• discuss how anatomical, developmental and relatedness in DNA sequences
are used as evidence to infer the relatedness of taxa; and
• explain that classification is based on evolutionary relatedness

What I know

PRIOR KNOWLEDGE: Define the following terms:

1. Homology 6. Archaea
2. Molecular clock
3. Phylogeny
4. Systematics
5. Tetrapods

What’s New

PRE-ACTIVITY: Answer the following questions.

1. What makes you unique and what makes you similar? To your siblings, mother or father.

Similarities Unique
1.
2.
3.
4.
5.

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 What’s is it

INTRODUCTION:

Lines of evidence to infer evolutionary relationships:

1. Fossil evidence
2. Homologies - Similar characters due to relatedness are known as homologies. Homologies can be
revealed by comparing the anatomies of different living things, looking at cellular similarities and
differences, studying embryological development, and studying vestigial structures within individual
organisms.
Each leaf has a very different shape and function, yet all are homologous structures, derived
from a common ancestral form. The pitcher plant and Venus' flytrap use leaves to trap and digest
insects. The bright red leaves of the poinsettia look like flower petals. The cactus leaves are modified
into small spines which reduce water loss and can protect the cactus from herbivory.

Another example of homology is the forelimb of tetrapods (vertebrates with legs). - Frogs,
birds, rabbits and lizards all have different forelimbs, reflecting their different lifestyles. But those
different forelimbs all share the same set of bones - the humerus, the radius, and the ulna. These are
the same bones seen in fossils of the extinct transitional animal, Eusthenopteron, which demonstrates
their common ancestry.

Organisms that are closely related to one another share many anatomical similarities.
Sometimes the similarities are conspicuous, as between crocodiles and alligators, but in other cases
considerable study is needed for a full appreciation of relationships.

Developmental biology- Studying the embryological development of living things provides clues to the
evolution of present-day organisms. During some stages of development, organisms exhibit ancestral
features in whole or incomplete form.

3. Biogeography- the geographic distribution of species in time and space as influenced by many
factors, including Continental Drift and log distance dispersal.

4. Molecular clocks help track evolutionary time- The base sequences of some regions of DNA change
at a rate consistent enough to allow dating of episodes in past evolution. Other genes change in a less
predictable way.

Classification is linked to Phylogeny

5. Biologists use phylogenetic trees for many purposes, including:

I. Testing hypotheses about evolution
II. Learning about the characteristics of extinct species and ancestral lineages
III. Classifying organisms
The connection between classification and phylogeny is that hierarchical classification is reflected in
the progressively finer branching of phylogenetic trees. The branching patterns in some cases match
the hierarchical classification of groups nested within more inclusive groups. In other situations,
however, certain similarities among organisms may lead taxonomists to place a species within a group
of organisms (for example genus or family) other than the group to which it is closely related. If

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systematists conclude that such mistake has occurred, the organism may be reclassified (that is placed
in a different genus or family) to accurately reflect its evolutionary history.

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 What’s More

ACTIVITY: Essay

Why do biologists care about phylogenies?

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