10 SCIENCE EVIDENCE OF EVOLUTION - Quarter 3 - Module 5 - ZNNHS
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Republic of the Philippines
Department of Education
Regional Office IX, Zamboanga Peninsula
10 Z est for Progress
Z eal of P artnership
SCIENCE
Quarter 3 – Module 5
EVIDENCE OF EVOLUTION
Name of Learner:
_________________________
Grade & Section:
_________________________
Name of School:
_________________________
Science – Grade 10
Support Material for Independent Learning Engagement (SMILE)
Quarter 3 – Module 5: Evidence of Evolution
First Edition, 2021
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of
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included in this module are owned by their respective copyright holders. Every effort has been exerted to locate
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do not represent nor claim ownership over them.
Development Team of the Module
Writer: Kate Ann M. Ramos
Editor: Ma. Beverly A. Piňero
Reviewer: Ma. Beverly A. Piňero
Layout Artist: Zyhrine P. Mayormita
Management Team: Virgilio P. Batan Jr. - Schools Division Superintendent
Lourma I. Poculan - Asst. Schools Division Superintendent
Amelinda D. Montero - Chief Education Supervisor, CID
Nur N. Hussien - Chief Education Supervisor, SGOD
Ronillo S. Yarag - Education Program Supervisor, LRMS
Zyhrine P. Mayormita - Education Program Supervisor, Science
Leo Martinno O. Alejo - Project Development Officer II, LRMS
Janette A. Zamoras - Public Schools District Supervisor
Adrian G. Refugio - School Principal, Zamboanga del Norte NHS
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Department of Education – Region IX– Dipolog City Schools Division
Office Address: Purok Farmers, Olingan, Dipolog City
Zamboanga del Norte, 7100
Telefax: (065) 212-6986 and (065) 212-5818
E-mail Address: dipolog.city@deped.gov.ph
What I Need to Know
Have you ever wondered why living organisms existing on this planet are diverse,
ranging from microscopic such as bacteria to the largest ones such as the blue whale? It is
also observed that there are organisms that are closely similar in appearance but are entirely
different organisms—for example, toads and frogs. In the local Visayan dialect, people
usually confuse them as the same organism and call them interchangeably "baki" but toads
and frogs are distinct species.
Species consist of organisms of a certain kind that interbreed or mate with each other
naturally to produce offspring. A toad and a frog will not mate with each other. Species can
be closely similar in appearance. They may not be related to one another but have similar
functional features and characteristics, or no longer existing today or extinct, such as the
dinosaurs. This is all because of evolution.
Evolution is a process of change of living organisms over time. All living things are
descendants of organisms that lived more than two billion years ago. Evolution is also the
reason why living things show both similarities and differences.
Evolution is a scientific theory and one of the main themes in the field of biology. This
theory has been supported by many scientific studies. Included in these studies were
unraveling pieces of evidence beneath the layers of the Earth, comparing structures between
organisms, and analyzing the genetic makeup of these organisms. Thus, in this module, you
are expected to:
1. explain how fossil records, comparative anatomy, and genetic information
provide evidence for evolution (S10LT-IIIf-39)
1
What’s In
From Grade 7 to Grade 9, you have learned that organisms are classified based
on a hierarchical taxonomic system of classification, namely: Kingdom, Phylum,
Class, Order, Family, Genus, and Species. Recall what you have learned by answering
the following activity. Let us see how far you have remembered.
Activity 1. Let us group them!
Directions: Fill in the map on the classification of organisms. Use the information
about each given organism from the given list.
2
What’s New
Perform the succeeding activities for an overview of our new lesson.
Activity 2. Where Do I Belong?
Direction: Place the organism (Table 1) in the correct era and period (Table 2).
Table 1 Table 2
Organism Description Era Period Organism
1.) Trilobite An invertebrate that Cenozoic Recent
lived in a shallow (66 million ___________
marine environment years ago to Quaternary
during Ordovician present) ___________
and Silurian
periods. Tertiary
___________
2.) Crinoid Crinoids look like Mesozoic Cretaceous
plants but are (252 to 66 ___________
actually animals million years
related to our ago) Jurassic
modern-day
___________
starfish. They
belong to Phylum
Echinodermata and Triassic
lived during the ___________
Triassic Period.
3.) Dinosaurs Dinosaurs or giant Paleozoic Permian
reptiles ruled the (541 to 252 ___________
Earth during the million years Carboniferous
Jurassic Period ago) ___________
under Mesozoic
Era. Devonian
___________
4.) Vascular This fossilized leaf is Silurian
Plants once part of an early ___________
vascular plant Ordovician
during the ___________
Carboniferous
Period. Cambrian
___________
Q1. After completing the table on the right, which of the organisms is assumed to be the oldest?
______________________________________________
3
Activity 3. How do I Function?
Directions: The words contained in the box below are specific functions of animal body parts.
Match those functions to the animal body part presented in each item. Write your answer in the
blank space provided before each item.
flying walking swimming grasping digesting
Activity 4. Let’s Compare!
Directions: You learned that proteins are made up of building blocks called amino acids in the
previous module. Compare the sequence of amino acids in the ‘Cytochrome C’ (a protein) of the
different vertebrates. Follow the procedures below for this activity.
Procedures:
1. Given are the sequences of amino acids in the cytochrome C of human, chimpanzee, gorilla,
Rhesus monkey, horse, and kangaroo (Table 3). Cytochrome C is a respiratory enzyme
located inside the mitochondria. The numbers on the top correspond to the specific amino
acid of that organism (Example: 113 is VAL for humans while CYS for kangaroo)
2. Study the sequence of the amino acid carefully.
3. Identify the number of amino acid differences between a specific organism and a human as
reference.
4. Complete Table 5 to show the number of amino acid differences.
4Table 3. Amino Acid Sequences of Cytochrome C Protein of Various Vertebrates
Activity taken from Brittain T. (Biology the Living World) Lab Manual, 1989
Table 4. Data Table on Amino Acid Differences of Various Organisms
Organism Number of amino acid differences
human and chimpanzee
______________
human and gorilla
______________
human and Rhesus monkey
______________
human and horse
______________
human and kangaroo
______________
Guide Questions:
Q1. After completing Table 4, which of the following organisms have the greatest number of amino
acid differences as compared to human
__________________________________________________________________________
Q2. After completing Table 4, which of the following organisms have the least number of amino
acid differences as compared to a human?
__________________________________________________________________________
Q3. After completing Table 4, which organism is closely related to a human?
__________________________________________________________________________
Q4. After completing Table 4, which organism is least related to a human?
__________________________________________________________________________
5What Is It
Evidence by Fossils
Evidence of evolution is provided by the past. In the rock layers of the Earth, the
history of life is preserved. Remains and traces of living organisms can be found in these rock
layers, and they are called fossils. Natural processes or catastrophic events create fossils.
Bones, shells, teeth, and also feces are included in the remains of living organisms. These
remains are preserved in rocks, peat, resin, and ice. Most fossils were commonly found in
sedimentary rocks.
The type of fossils can either be formed by impression or compression. An impression
is formed by organisms breaking down until little or no organic materials are left in the mud.
When the mud hardens, it leaves shallow external molds or imprints. On the other hand,
compression is formed by more organic material. Fossils made by compression is the most
common.
Figure 1. Fossil made by compression (left) and made by impression (right)
Image source: http://petrifiedwoodmuseum.org/SOGinkgophyta.htm
Fossils also provide information on how old the organism was. It can be determined
by (1) relative dating or (2) radioactive dating. In relative dating, the age of the fossil is
determined by comparing the layers of sedimentary rock in which the fossil is located. The
deepest layers of the sedimentary rock are the oldest layers, thus containing the oldest fossils.
The upper layers are newly formed, thus containing newer fossils. In radioactive dating, the
age of rocks or fossils is determined using the decay or break down of radioactive elements
into nonradioactive elements at constant rates. The time in which half the radioactive atoms
of a certain kind in rocks or fossils will break down into atoms of another element is called
the half-life. All organisms have carbon-14 radioactive isotope. The carbon supply of an
organism that is still alive is constantly replaced, thus maintaining the amount of carbon-14
in its body. Carbon-14 starts to break down or decay when an organism dies. This radioactive
dating using carbon isotopes is called carbon dating. Carbon-14 has a half-life of 5,710 years.
By carbon dating, scientists can estimate the age of fossils up to about 75,000 years old.
Other radioactive isotopes such as Potassium-40 or Uranium-238 is used to date fossils more
than 100,000 years old.
Evidence by Comparative Anatomy
Another piece of evidence that supports evolution is comparing similarities and
differences of structures among living organisms. Evolution is supported by homologous
structures and analogous structures.
6Homologous structures are parts of different organisms that are similar in inner or
underlying structures but serve different functions. Examples of homologous structures are
shown in Figure 2. Looking closely in Figure 2, they are made up of the same bones, but each
type of bone is shaped differently for each species. The structures of their forelimbs are
according to a specific function. Bat wings are for flying, and whale flipper is for swimming.
Figure 2. Forelimbs of several species that are homologous
Image source: Pearson Education Inc.
Homologous structures indicate a specific pattern of evolution called divergent
evolution. In divergent evolution, groups of organisms of the same species become more
different from their ancestral species as time passes by. These groups of species become new
species because they adapted to changes in their environment in order to survive. For
example, horses, donkeys, and zebras are all thought to be the result of divergent evolution
from a common ancestor, Pliohippus (Figure 3).
Figure 3. (From left to right) zebra, donkey, and horse: a product of divergent evolution
Image source: http://www.streetwitnessing.org/creation-evolution/evolution/biology/
Structures of unrelated species may evolve to look alike because they serve a similar
function. Analogous structures are those that have the same function but do not have
similar underlying structures. In Figure 4, the shark pectoral fin is made up of cartilage
while the whale flipper is made up of bones. Both structures function for swimming.
7Figure 4. Shark pectoral fin (left) and whale flipper (right) are analogous structures
Image source: https://www.pvsd.k12.ca.us/
Analogous structures result from convergent evolution. Convergent evolution, also
known as convergence, is a pattern of evolution in which different species from different
ancestors evolve similar traits or structures with the same function. This happens because
they dwell in a similar environment. For example, as shown in Figure 5, ichthyosaurus (an
extinct sea-dwelling reptile), shark and dolphin have streamlined body shape and paddle-
shaped limbs adapted for swimming in the ocean. Their structures make it easier for them to
move through the water.
Figure 5. Shark, dolphin, and ichthyosaurus: product of convergent evolution
Image source: https://evaprofecmc.jimdofree.com/unit-3-the-origin-and-evolution-of-life/3-evidences-of-evolution/
Evidence by Genetic Information
All living organisms passed on genetic information from generation to generation via
the DNA molecule. If life was generated through evolution, then closely related species will
be more similar in their genetic makeup than distantly related species. In relation to Activity
4, the greater the similarity in amino acid sequence, the closer the relationship of the
organisms. The organisms which are similar in structure and also possess similarity at the
biochemical level could probably have a common ancestor. For example, the closely related
species of humans are chimpanzees and baboons. Chimpanzees and humans only differ by
around 1.2% in their genetic makeup.
8What’s More
Given the knowledge you have learned in this lesson, answer the following activity.
Activity 5. Test yourself!
Directions: Write T if the statement is true and F if it tells otherwise.
___1. In relative dating, the age of fossils is determined by looking into the rock layers where
it is located.
___2. Fossils formed by compression have little to no organic materials left.
___3. The least number of amino acid differences in the genetic sequences among organisms
indicates that they are closely related.
___4. Carbon-14 radioactive isotope is used to date fossils more than 100,000 years old.
___5. The batwing and whale flipper are analogous structures.
What I Have Learned
Activity 6. Complete me!
Directions: Underline the word to complete the statement.
1. Fossils are most commonly found in (metamorphic, sedimentary) rocks.
2. Fossils are formed by (man-made, natural) process.
3. The oldest fossils are found in the (topmost, deepest) layers of rocks.
4. (Homologous, Analogous) structures serve the same function but are structurally
different.
5. The (greater, lesser) the similarity of the genetic makeup among organisms, the more
closely related they are.
What I Have Learned
Activity 7. Aha… Analogous! Homologous!
Directions: Write H if the structures below are homologous and A if they are analogous.
Write your answers on the space provided before each number.
Structure
human arm bird wing
_______1. Image source: http://sciencewithmsjones.weebly.com/living-environment/evolution
9_______2. butterfly wing bat wing
Image source: http://sciencewithmsjones.weebly.com/living-environment/evolution
grasshopper leg frog leg
Image source: https://evolution.berkeley.edu/evolibrary/article/0_0_0/similarity_hs_06
_______3. https://slideplayer.com/slide/5299303/
butterfly wing bird wing
_______4. Image source: http://sciencewithmsjones.weebly.com/living-environment/evolution
Assessment
Direction: Write the letter of the best answer in the space provided before the number
___1. How do fossils provide evidence for evolution? Fossils are made up of_________
A. Inorganic matter that came from organisms living in the past
B. Organic matter that came from organisms living in the past
C. Shallow molds formed by natural processes that happened in the past
D. Compressed objects formed by natural processes that happened in the past
___2. How do scientists determine the age of fossils through relative dating?
A. Studying different layers of rock where the oldest fossils are located in the
deepest layers
B. The study of various rock layers in which the oldest fossils are located in the
newest layers
C. Study of various rock layers in which the oldest fossils are in the middle layers
D. The study of various rock layers where the oldest fossils have to be confirmed
by other tests, regardless of the location of the rock layer.
___3. What is the difference between fossils formed by compression and impression?
A. Fossils made by compression have more organic matter, while fossils made by
impression has little or none of it.
B. Pressure fossils have little to no organic matter, whereas impression-made
fossils are full of it.
C. Compression-made fossils are characterized by shallow molds, while
impression-made fossils are compact with the matter.
D. Compression-made fossils are less common than impression-made
fossils.
10___4. How do scientists determine the age of fossils by radioactive dating? It is determined
by the time it takes for ___________
A. all the radioactive elements decay into nonradioactive elements.
B. half of the radioactive elements decay into nonradioactive elements.
C. a quarter of the radioactive elements decay into nonradioactive elements.
D. three-quarters of the radioactive elements decay into nonradioactive elements.
___5. How would you differentiate divergent and convergent evolution?
A. Divergent evolution results in the formation of homologous structures while
convergent evolution results in the formation of analogous structures.
B. Divergent evolution results in the formation of analogous structures while
convergent evolution results in the formation of homologous structures.
C. In species that are exposed to the same environment, divergent and convergent
evolution occurs.
D. Occurrence of divergent and convergent evolution will depend mainly on the
strength of the species.
___6. Why are analogous structures among organisms similar in function despite
the difference in origin?
A. Adapted to similar environmental pressures
B. Adapted to different environmental pressures
C. Due to similar diets
D. Due to the same embryological development
___7. The formation of homologous structures is best explained by which of the following
statements?
A. Groups from the same species adapt to different environments resulting to the
formation of similar underlying structures but with different functions.
B. Groups from the same species adapt to different environments resulting to the
formation of similar underlying structures with the same functions.
C. Species with different ancestors adapt to different environments forming
structures with similar functions.
D. Species with different ancestors adapt to the same environment forming
structures with similar functions.
___8. Which of the following statements best explains why bat wing and butterfly wing are
analogous structures? They have _______
A. similar underlying structures.
B. different underlying structures.
C. similar functions.
D. different functions.
___9. Evidence of evolution is provided by genetic information? The more similar the ___
A. amino acid sequences, the more closely related the species are
B. amino acid sequences, the more distantly related the species are.
C. enzymes between organisms, the more distantly related the species are.
D. enzymes between organisms, the more similar they are.
___10. Based on their genetic information, which of the following best explains the
evolutionary relationship of humans and chimpanzees?
A. Humans and chimpanzees have around a 1.2% difference in their genetic
makeup. Hence, they are distantly related.
B. Humans and chimpanzees have around a 1.2% difference in their genetic
makeup. Hence, they are closely related.
C. The genetic makeup difference in humans and chimpanzees is 30%
D. Humans and chimpanzees have a genetic makeup difference of around 1.2%
11Additional Activities
Activity 8. Who is My Relative?
Direction: Study and compare the stages of embryonic development of the different
vertebrates.
Guide Questions:
Q1. In what stage of development of the organisms are they most similar?
__________________________________________________________________________
Q2. In relation to your answer in Q1, identify the structures that are similar among the
organisms. You can describe the structures in your own words when you cannot name them
(Hint: There are three similar structures).
__________________________________________________________________________
Q3. In stage 3 of development, give a brief comparison between the developed structures
among the organisms.
__________________________________________________________________________
12Answer Key Gr10Q3 Module 5
13References
Alexander, P., Bahret, M.J., Chaves, J., Courts, G., and Naomi Skolky D'Alessio. Biology: The Living World.
Englewood Cliffs, New Jersey: Prentice Hall, Inc., 1989.
Brittain, TM., Biology: The Living World Laboratory Manual, New Jersey, USA: Prentice Hall Englewood Cliffs.
1989.
Department of Education (2015). Science 10, Unit 3 Learner’s Material. First Edition. Department of
Education-Bureau of Learning Resources (DepEd-BLR)
Department of Education (2015). Science 10, Unit 3 Teachers Guide. First Edition. Department of Education-
Bureau of Learning Resources (DepEd-BLR)
Rea, M.A., and Dagamac, N.H. (2017). General Biology 2 Textbook. Rex Publishing House.
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