EVIDENCE OF EVOLUTION

For General Biology 2 Grade11

Quarter 3 Week 4

1
 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.

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;
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

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

__ __ __ __

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.

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

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.

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

7
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,
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.

8
 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 population, the
“best” alternatives cannot constantly be found. Most of the time, existing traits are
modified (contrived) to serve a new function.

9
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

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

10
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.

• 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

11
 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.
REMEMBER!

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.

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.
Can you describe your family
Write this in your notebook.
I. WHAT I HAVE LEARNED
Example: brown colored eyes like those of my mother

12
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.

13
 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

14
 DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF NEGROS ORIENTAL

SENEN PRISCILLO P. PAULIN, CESO V

Schools Division Superintendent

RACHEL B. PICARDAL, Ed. D.

Assistant Schools Division Superintendent

FAY C. LUAREZ, TM, Ed.D., Ph.D.

Acting CID Chief

ARNOLD R. JUNGCO
PSDS-Division Science Coordinator

ROSELA R. ABIERA
Education Program Supervisor – (LRMS)

MARICEL S. RASID
Librarian II (LRMDS)

ELMAR L. CABRERA
PDO II (LRMDS)

EASTER ROSE U. TOLOMIA

Autor

IVANNE RAY A. GIDOR

Illustrator/Lay-out Artist
___________________________
ALPHA QA TEAM
LIEZEL A. AGOR
MA. OFELIA I. BUSCATO
ANDRE ARIEL B. CADIVIDA
THOMAS JOGIE U. TOLEDO

BETA QA TEAM
LIEZEL A. AGOR
JOAN Y. BUBULI
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.
15
SYNOPSIS
This self-learning kit is intended to aid the
students in understanding the different evidence
of evolution. This SLK will explain views from varied
5. T
4. F
areas of biology that can provide information on 3. F
2. T
the evolution of life. 1. T
PART II.
B 5.
B 4.
A 3.
D 2.
C 1.
PART I
Post- Test

Answers may vary

Activity 2

Answers may vary

Activity 1
3. Life
2. Fossil
1. Evolution
Pre-Test
ANSWERS KEY

AUTHOR & ILLUSTRATOR, LAY-OUT ARTIST

EASTER ROSE UBAG TOLOMIA is a Senior High school
teacher in Sibulan National High School- Balugo Extension.
She finished her Bachelor of Science in Nursing at St. Paul
University Dumaguete and took Continuing Professional
Education at Foundation University. She graduated Master
of Arts in Education Major in General Science at
Foundation University.

16