EVIDENCE OF

EVOLUTION
for General Biology 2 Grade11
Quarter 3 /Week 5
NegOr_Q3_GenBio2_SLKWeek5_v2
 FOREWORD

This Self Learning Kit is made to help learners to be

prepared with the necessary idea in General Biology 2.
This module is created to help the learners acquire the
knowledge needed in understanding the following
competencies a) explain evidences of evolution (e.g.
biogeography, fossil record, DNA/ protein sequences,
homology and embryology) and b) infer evolutionary
relationships among organisms using the evidence of
evolution. This learning kit will enhance the understanding
of students about the early life forms and origin of life here
on Earth.
The activities in this learning kit will strengthen the
knowledge in the different skills in the said competency
that can help to improve their everyday life and their skills.

NegOr_Q3_GenBio2_SLKWeek5_v2

2
OBJECTIVE:
The objectives of this self-learning kit are the following:
K. describe the evidence of evolution;
S. explain the evolutionary relationships among organisms; and
A. appreciate that evidences from paleontology, embryology,
morphology, anatomy and molecular biology can be used to
establish evolutionary relatedness.

LEARNING COMPETENCIES

 Explain evidences of evolution (e.g., biogeography, fossil

record, DNA/ protein sequences, homology, and embryology)
STEM_BIO11/12-IIIc-g-12

 Infer evolutionary relationships among organisms using the

evidence of evolution (STEM_BIO11/12-IIIc-g-13)

I.WHAT HAPPENED

Do you ask yourself, how everything on Earth

began? Let us first define the word
EVOLUTION. It is the biological change
process by which descendants come to
differ from their ancestors. We will learn more
about evolution in this learning kit. Enjoy!

https://tinyurl.com/yyhtav2m

NegOr_Q3_GenBio2_SLKWeek5_v2

3
PRE-TEST:

Directions: Identify the word represented by the pictures. Write your answers in your
notebook.

1.

Source: https://images.app.goo.gl/Ymjy3YF2byenpVgt5

2.

Source: https://images.app.goo.gl/bkb974X7ru78zNQf7

3.

Source: https://images.app.goo.gl/4VjCPZiSNAn1WF4t9

NegOr_Q3_GenBio2_SLKWeek5_v2

4
II. WHAT I NEED TO KNOW
DISCUSSION
What is Life?

According to Dubeck et al., 2004 all living organisms share characteristics

which biologically distinguish them from non- living things. The following are
the characteristics:
a. Cellular complexity- all living things are composed of either one or
more cells
b. Growth and Development – organisms undergo different stages,
which follow a systematic process from birth to maturity
c. Reproduction- to ensure continuity of life, organisms undergo
reproduction that pass traits from one generation to next.
d. Irritability/ Ability to response to stimuli- all organisms are very sensitive to
different stimuli. This response refers to any movement to stimuli in the
organisms’ own volition.
e. Homeostasis- The ability of the organism to maintain balance in
different environmental condition.

Geologists have divided Earth's

history into a series of time intervals.
These time intervals are not equal in
length like the hours in a day. Instead,
the time intervals are variable in
length. This is because geologic time is
divided using significant events in the
history of the Earth.

Two ways to relate time in geology:

Relative time ("chronostratic")

-- subdivisions of the Earth's geology
in a specific order based upon relative
age relationships (most commonly,
vertical/stratigraphic position). These
subdivisions are given names, most of
which can be recognized globally,
usually on the basis of fossils.

Absolute time ("chronometric")

- numerical ages in "millions of years"
or some other measurement. These
are most commonly obtained via
radiometric dating methods performed
on appropriate rock types.

NegOr_Q3_GenBio2_SLKWeek5_v2

5
TWO TYPES OF EVIDENCE:

 DIRECT EVIDENCE -can be directly observed or seen

 INDIRECT EVIDENCE- does not involve actual observation of evolution but
from which evolution may be inferred

EVIDENCE OF EVOLUTION

Biogeography is the study of the distribution of species on Earth in the

past and present, and how the distribution is affected by abiotic factors such as
habitat, climate and terrain. The field is divided into three disciplines of
biogeography: historical, ecological and conservation.

Historical biogeography is also called paleobiogeography and studies

species distribution now as it relates to distribution in the past. Ecological
biogeography examines the distribution of species in relation to biotic and
abiotic factors in the environment. Finally, conservation biogeography is a
relatively new field of biogeography which combines the study of conservation
with biogeography to try and anticipate future conditions so that planning can
be done to protect the biodiversity on Earth.

The great diversification of the marsupials in Australia and the absence

of other mammals reflects that island continent’s long isolation. Australia has
an abundance of endemic species—species found nowhere else—which is
typical of islands whose isolation by expanses of water prevents migration of
species to other regions. Over time, these species diverge evolutionarily into
new species that look very different from their ancestors that may exist on the
mainland. The marsupials of Australia, the finches on the Galápagos, and many
species on the Hawaiian Islands are all found nowhere else but, on their island,
yet display distant relationships to ancestral species on mainland.
Alfred Russel Wallace: The Father of
Biogeography. He was born January 8, 1823 in Usk,
Monmouthshire, Wales. Wallace started an expedition
of his own in 1848 through the Amazon and South
Asian region. Wallace spent eight years in the Malay
Archipelago, from 1854 to 1862, traveling among the
islands, collecting biological specimens for his own
research and for sale, and writing scores of scientific
articles on mostly zoological subjects. He devised
what became known as the Wallace Line, the
boundary separating Australian fauna from Asian
fauna.

Source: https://www.britannica.com/biography/Alfred-Russel-Wallace

NegOr_Q3_GenBio2_SLKWeek5_v2

6
 The fossil record helps paleontologists, archaeologists, and geologists
place important events and species in the appropriate geologic era. It is based
on the Law of Superposition which states that in undisturbed rock sequences
the bottom layers are older than the top layers. Therefore, some discovered
fossils can be dated according to the strata, a distinct layer of rock, that they
are found in. Another common way that fossils are dated, is through
radiocarbon dating. The development of this type of dating, in the 1950s,
transformed paleontology and enhanced the accuracy of the fossil record. With
every new fossil discovery, our understanding of the environment in a
particular time becomes richer.

Fossils provide solid evidence that organisms from the past are not the
same as those found today; fossils show a progression of evolution. Scientists
determine the age of fossils and categorize them all over the world to
determine when the organisms lived relative to each other. The resulting fossil record
tells the story of the past, and shows the evolution of form over millions of years.

However, the information obtained from fossil is relatively incomplete for

several reasons.
1. Only a small number of fossils are found;
2. Soft tissues are rarely preserved;
3. Most fossils have been destroyed by erosion, and or/ movement
of the earth’s crust may have caused some fossils to be buries
deeply; and
4. Fossilization takes place only in places where conditions are
favorable.

DNA and protein structure. All living cells have the same basic DNA
structure and use the same genetic code. Proteins produced from genes all
come from the same set of amino acids. Comparing sections of DNA in
difference species has shown that even organisms that seem to be different,
actually have large sections of identical DNA.

Organisms that seem fairly similar on the basis of comparative anatomy,

show more genes in common than organisms that aren’t much alike. For
example, 96% of the genes in humans and chimpanzees are identical. That two
species and their common ancestor have similar DNA is strong evidence
supporting evolution. Protein amino acid sequences can also be used to compare
similarities between species. Proteins are made from amino acids and the
sequence of these amino acids is controlled by genes. Comparing how many of
the amino acids are in the same positions on the protein chain can provide
some idea of how closely related two species are. For example, humans and
chimpanzees only have one position where they are different on the amino
chain, while humans and moths have 31 different positions.

NegOr_Q3_GenBio2_SLKWeek5_v2

7
 Homology. Homology is defined as similar biological structures or
sequences in different taxa, thus implies divergent evolution. Homologous
structures evolved from a common ancestor. Examples of homologous structures
include the forelimbs of a variety of mammals. For example, human, cat, whale,
and bat. These species show the same skeletal elements in the humerus,
radius and ulna as share a common origin. Similarly, the forelimbs of ancestral
vertebrates have evolved into the front flippers of whales, the wings of birds,
the running forelegs of dogs, deer, and horses, the short forelegs of
frogs and lizards, and the grasping hands of primates including humans.
The same major forearm bones (humerus, radius, and ulna) are found in
fossils of lobe-finned fish such as Eusthenopteron.

Source: https://images.app.goo.gl/h1e2yvtQSuuprsAz9

However, these skeletal elements have been modified over time to suit
the different functions suitable for the type of mammal. Homologous structures
result from divergent evolution.

Embryology. Embryology is the study of the development, structure,

and function of embryos. When comparing vertebrate embryos in the early
stages of development, you will see striking similarities. Even species that
bear little resemblance in their adult form may have strikingly similar embryonic
stages. For example, when looking at humans we see that the embryo passes
through a stage in which it has gill structures like those of the fish from which all
terrestrial animals evolved. For a large portion of its development the human
embryo also has a tail, much like those of our close primate relatives. This tail is
usually reabsorbed before birth. Gills could be considered homologous traits
between humans and fish: in humans the parathyroid glands (endocrine glands
in your neck) develop from the branchial arches. In fish, a gene called Gcm-2
controls the development of branchial arches into gills. If the gene mutates (or
if scientists prevent it from working) then the gills fail to develop. The
development of mammals, fish, reptiles,

NegOr_Q3_GenBio2_SLKWeek5_v2

8
and birds are linked to the branchial arteries. Biologists long ago proposed that
fish evolved into amphibians, which evolved into reptiles, which evolved into
birds. More recent studies of embryonic development support this idea.

Source: https://images.app.goo.gl/kcoD8eCX6hFwtrCN8

KEYPOINTS!
 Comparing sections of DNA in difference species has
shown that even organisms that seem to be different
actually have large sections of identical DNA
 The layers of fossils in sedimentary rock shows the progression of
organisms through time.
 Distribution - isolation islands have unusually high proportions of
unusual species.

CONTRIVANCES. Some characters that are passed on through generation will

not be “perfectly” adapted based on evolutionary theory. Since natural
selection occurs on the genetic variation that is presently available in a

NegOr_Q3_GenBio2_SLKWeek5_v2

9
population, the

NegOr_Q3_GenBio2_SLKWeek5_v2

10
“best” alternatives cannot constantly be found. Most of the time, existing traits are
modified (contrived) to serve a new function.

EVIDENCE FROM PHYSIOLOGY AND BIOCHEMISTRY

All living things evolved from a single common ancestor. There are certain
key molecules and biochemical mechanisms shared by incredibly different
organisms. For example, all organisms use DNA and/or RNA for their genetic code.

Photosynthesis, cellular respiration, transcription, and translation are all

identical or very similar in various types of organisms. When we look closer, we can see
that there are many biochemical molecules which are identical in nearly all life
forms.

A classic example is cytochrome c, which is found in all life forms. Although

the genetic coding of this molecule differs among species, it performs all the same
functions everywhere. This highly conserved protein is a key component of the
electron transport chain, which is a part of cellular respiration. Cytochrome c also
has a function in many other reactions, including initiating programmed cell
death.

Two somewhat related molecules are hemoglobin and myoglobin.

Hemoglobin is a molecule used to transport oxygen, and myoglobin is used to store
oxygen. Another very common molecule is trypsin, a protease involved in the
absorption of protein during digestion.

All these molecules perform essential functions in cells, which is why it would
make sense that most organisms have them. However, it would not make sense if
each of these molecules appeared independently in each species. That would be
impossible. These shared biochemical molecules and pathways provide strong
evidence for common descent and evolution.

Charles Darwin was born in 1809 in Shrewsbury,

England. His father, a doctor, had high hopes that
his son would earn a medical degree at Edinburgh
University in Scotland, where he enrolled at the age
of sixteen. In 1859, Darwin published his thoughts
about evolution and natural selection in On the
Origin of Species. It was as popular as it was
controversial. The book convinced many people that
species change over time—a lot of time—
suggesting that the planet was much older than
what was commonly believed at the time: six
thousand years.

https://images.app.goo.gl/yFenteWxiDWyTNJp7

NegOr_Q3_GenBio2_SLKWeek5_v2

11
Species distribution

All the places where species live is known as species distribution. When
looking closely at distributions, it is clear that many unique species occur in
isolated pockets or islands. When looking at these unique species through the
lens of evolution, we would expect unusual species in isolated areas because
isolation is necessary before speciation can occur. The theory of the movement
of the Earth’s tectonic plates was supported by the distribution of the fossils of
a particular species. Moving continents also explains why Australia has most of
the world’s marsupials and the only two monotremes; the platypus and the
echidna.

FOUR IMPORTANT MECHANISMS OF HOW SPECIES EVOLVED

 Mutation - Mutation is a source of new alleles in a population. Mutation

is a change in the DNA sequence of the gene. A mutation can change
one allele into another, but the net effect is a change in frequency. The
change in frequency resulting from mutation is small, so its effect on evolution
is small unless it interacts with one of the other factors, such as selection. A
mutation may produce an allele that is selected against, selected for, or
selectively neutral. Harmful mutations are removed from the population
by selection and will generally only be found in very low frequencies equal
to the mutation rate. Beneficial mutations will spread through the
population through selection, although that initial spread is slow.
Whether or not a mutation is beneficial or harmful is determined by
whether it helps an organism survive to sexual maturity and reproduce. It
should be noted that mutation is the ultimate source of genetic variation
in all populations—new alleles, and, therefore, new genetic variations
arise through mutation.

 Gene Flow- Another important evolutionary force is gene flow, or the flow
of alleles in and out of a population resulting from the migration of individuals
or gametes. While some populations are fairly stable, others experience
more flux. Many plants, for example, send their seeds far and wide, by
wind or in the guts of animals; these seeds may introduce alleles common
in the source population to a new population in which they are rare.

 Natural Selection - Alleles are expressed in a phenotype. Depending on

the environmental conditions, the phenotype confers an advantage or
disadvantage to the individual with the phenotype relative to the other
phenotypes in the population. If it is an advantage, then that individual
will likely have more offspring than individuals with the other phenotypes, and
this will mean that the allele behind the phenotype will have greater
representation in the next generation. If conditions remain the same,
those offspring, which are carrying the same allele, will also benefit. Over
time, the allele will increase in frequency in the population.

NegOr_Q3_GenBio2_SLKWeek5_v2

12
  Genetic Drift - Another way a population’s allele frequencies can
change is genetic drift, which is simply the effect of chance. Genetic drift
is most important in small populations. Drift would be completely absent
in a population with infinite individuals, but, of course, no population is this
large. Genetic drift occurs because the alleles in an offspring generation
are a random sample of the alleles in the parent generation. Alleles may
or may not make it into the next generation due to chance events
including mortality of an individual, events affecting finding a mate, and
even the events affecting which gametes end up in fertilizations. If one
individual in a population of ten individuals happens to die before it leaves
any offspring to the next generation, all of its genes—a tenth of the
population’s gene pool— will be suddenly lost. In a population of 100, that
1 individual represents only 1 percent of the overall gene pool; therefore, it
has much less impact on the population’s genetic structure and is unlikely
to remove all copies of even a relatively rare allele.

REMEMBE
R!

There are four factors that can change the allele frequencies of a population.
Natural selection works by selecting for alleles that confer beneficial traits or
behaviors, while selecting against those for deleterious qualities. Mutations
introduce new alleles into a population. Genetic drift stems from the chance
occurrence that some individuals have more offspring than others and results in
changes in allele frequencies that are random in direction. When individuals leave or
join the population, allele frequencies can change as a result of gene flow.

NegOr_Q3_GenBio2_SLKWeek5_v2

13
ACTIVITY TIME:

ACTIVITY 1: IT’S CREATION TIME!

In a short bond paper, draw an imaginary organism that can survive both in the
water and land. Make your creative instinct work!
RUBRICS
Organization-----------10 points
Content-----------------10 points
Visual presentation---5 points

Total 25 points

ACTIVITY 2: “KNOW YOUR FAMILY TREE”

Can you describe your family members? What makes you similar to them
and what makes you unique?”

In this activity, you list the characters or features that served as

evidence that indeed you belong to the same family (e.g. texture and
color of the hair, shape of the nose, blood type, etc.) List as many as
you can think of. Write this in your notebook.
Example: brown colored eyes like those of my mother

NegOr_Q3_GenBio2_SLKWeek5_v2

14
III. WHAT I HAVE LEARNED
EVALUATION

PART I. DIRECTIONS: Choose the letter of the best answer. Write your
answers in your notebook
1. It is a change in the DNA sequence of the gene.
a. Gene b. Natural Selection c. Mutation d. Genetic Drift
2. occurs because the alleles in an offspring generation are a
random sample of the alleles in the parent generation.
a. Gene b. Natural Selection c. Mutation d. Genetic Drift
3. is the study of the development, structure, and function of embryos.
a. Embryology b. Fossil Record c. DNA d. Homology
4. He is known as the father of biogeography.
a. Charles Darwin b. Alfred Wallace c. Lamarck d. Gregor Mendel
5. Do you think genetic drift would happen more quickly on an island or
on the mainland?
a. Mainland b. Island c. Both d. None of the above

PART II. TRUE/ FALSE. Write T if the statement is correct, F if the statement
is incorrect. Write your answers in your notebook.

1. All living cells have the same basic DNA structure and use the same
genetic code.
2. Homologous structures result from divergent evolution.
3. Fossils provide solid evidence that organisms from the past are the same
as those found today.
4. Absolute dating has to do with determining the temporal ordering of
events in Earth's past.
5. Genetic drift is most important in small populations.

NegOr_Q3_GenBio2_SLKWeek5_v2

15
 REFERENCES
Retrieved from
https://www.geosociety.org/GSA/Education_Careers/Geologic_Time_Scale/GSA/
timescale/home.aspx Accessed on January 22,2021

Retrieved from https://geology.com/time.htm Accessed on January 24, 2021

Retrieved from https://www.earthsciweek.org/content/geological-time-scale Accessed

on January 25, 2021

Retrieved from https://opentextbc.ca/conceptsofbiologyopenstax/chapter/evidence-of-

evolution/ Accessed on January 25, 2021

Retrieved from https://www.nationalgeographic.org/topics/resource-library-fossil- record/?

q=&page=1&per_page=25 Accessed on January 25, 2021

Retrieved from https://www.britannica.com/biography/Alfred-Russel-Wallace Accessed

January 26, 2021

Retrieved from https://www.peekskillcsd.org/cms/lib/NY01913880/Centricity/Domain/827/

Evidence-for-evolution-factsheet1.pdf Accessed on January 25, 2021

Retrieved from https://www.expii.com/t/biochemical-evidence-of-evolution-overview-

examples-10259 Accessed on January 25, 2021

NegOr_Q3_GenBio2_SLKWeek5_v2

16
 DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF NEGROS ORIENTAL

SENEN PRISCILLO P. PAULIN, CESO V

Schools Division Superintendent

JOELYZA M. ARCILLA EdD

OIC - Assistant Schools Division Superintendent

MARCELO K. PALISPIS EdD JD

OIC - Assistant Schools Division Superintendent

NILITA L. RAGAY EdD

OIC - Assistant Schools Division Superintendent / CID Chief

ROSELA R. ABIERA
Education Program Supervisor – (LRMS)

ARNOLD R. JUNGCO
PSDS- Division Science Coordinator

MARICEL S. RASID
Librarian II (LRMDS)

ELMAR L. CABRERA
PDO II (LRMDS)

EASTER ROSE U. TOLOMIA

Writer

IVANNE RAY A. GIDOR

Illustrator/Layout Artist

ALPHA QA TEAM
LIEZEL A. BESAS
MA. OFELIA I. BUSCATO
ANDRE ARIEL B. CADIVIDA
THOMAS JOGIE U. TOLEDO
PETER PAUL A. PATRON

BETA QA TEAM
LIEZEL A. BESAS
JOAN Y. VALENCIA
LIELIN A. DE LA ZERNA
PETER PAUL A. PATRON
THOMAS JOGIE U. TOLEDO
DISCLAIMER

The information, activities and assessments used in this material are designed to provide accessible
learning modality to the teachers and learners of the Division of Negros Oriental. The contents of this module are
carefully researched, chosen, and evaluated to comply with the set learning competencies. The writers and
evaluator were clearly instructed to give credits to information and illustrations used to substantiate this material.
All content is subject to copyright and may not be reproduced in any form without expressed written consent from
the division. NegOr_Q3_GenBio2_SLKWeek5_v2

17