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Download This subject is good and more Lecture notes Mathematics in PDF only on Docsity! CO_Q3_Science 10_ Module 6 Science Quarter 3 – Module 6: Evidence of Evolution 10 Science – Grade 10 Alternative Delivery Mode Quarter 3 – Module 6: Evidence of Evolution First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio Printed in the Philippines by ________________________ Department of Education – Region I Office Address: Flores St., Catbangen, City of San Fernando, La Union Telefax: (072) 682-2324; (072) 607-8137 E-mail Address: region1@deped.gov.ph Development Team of the Module Writers: Flornelove R. Opinano , Michelle C. Regala Editors: Gloria I. Pernes, Arlene A. Abiang, Annabelle M. Parel, Ritchie G. Macalanda Reviewers: Jaime D. Campos, Jr. , Gina A. Amoyen Editha T. Giron, Evangeline A. Cabacungan Illustrator: Robinson A. Bayson, Emhil C. Mendrano, Marcelo Johnn H. Lagonoy Layout Artist: Francis Henry P. Palaruan, Jecson L. Oafallas Management Team: Tolentino G. Aquino Arlene A. Niro Cornelio R. Aquino Gina A. Amoyen Maybelene C. Bautista Editha Giron Julie G. De Guzman 2 CO_Q3_Science 10_ Module 6 What I Need to Know I Evolve, You Evolve, and They Evolve! You may have met the term "evolve" in some popular comic series or video games and somehow developed an idea of what the word means. In this module, we will find out its meaning in biology and its role in tracing species' development. Some organisms may look the same but have distinct differences from each other, others may not be related to each another, but they have similar functional features and characteristics. Some animals before are very different from the animals we have now. This module will take you on a historic voyage that has changed our view of the history of life. Come and join in this exploration and discover what Charles Darwin and other scientists have written about how species evolve with time! After going through this module, you should be able to: 1. Explain how fossil records, comparative anatomy, and genetic information provide evidence for evolution (S10LT-IIIf-39); 2. Compare homologous, analogous, and vestigial structures and analyze their significance in evolutionary history; and 3. Identify the effect of gene mutation on the evolution of the species. Going through this module can be a meaningful learning experience. All you need to do is make use of your time and resources efficiently. To do this, here are some tips for you: 1. Take the pre-test before reading the rest of the module. 2. Take time to read and understand the lesson. Follow instructions carefully. Do all activities diligently. This module is designed for independent or self-paced study. It is better to be slow but sure than to hurry and miss the concepts you are supposed to learn. 3. Always use a clean sheet of paper for your answers in the activities or assessments. Don't forget to write your name and label them appropriately. 4. Try to recall and connect the ideas about the Earth that you had in the lower years. Use the concept discussed in the lesson to explain the results of activities or performance tasks. You may answer in English or a Before going on, check how much you know about this topic. Answer the pretest on the next page in a separate sheet of paper. 3 CO_Q3_Science 10_ Module 6 combination of your vernacular and English. 5. Be honest. When doing the exercises, record what you have observed. Take the self-assessment after each activity, but do not turn to the Answer Key page unless you are done with the entire module. 6. Don't hesitate to ask. If you need to clarify something, approach or contact your teacher or any knowledgeable person to help you. You may also look into other references for further information. There is a list of references at the back part of this module. 7. Take the post-test prepared at the end of the module to assess how much you have learned from this module. 8. You can check your answers in the activities, self-assessments, and post- test after finishing the entire module to know how much you have gained from the lesson and the activities. Before you study this module, let's check how much you know about this topic. An answer key is provided at the end of the module. But do not try to look at it while answering. You can check your answer after you are done with the pre-test. What I Know Multiple Choice. Write the letter of the best answer on your sheet of paper 1. Where can most fossils be found? A. Black soil B. Lava flows C. Granite rock D. Sedimentary rock 2. The following statements describe evolution EXCEPT A. Evolution is continuous. B. Evolution refers to change. C. The world is stable and unchanging. D. The mutation causes evolution only when it becomes heritable. 3. In what era are the oldest fossils located? A. Mesozoic B. Cenozoic C. Paleozoic D. Pre Cambrian 4 CO_Q3_Science 10_ Module 6 4. Which of the statements best describes the Theory of Natural Selection? A. Acquired characteristics of parents can be passed on to offspring. B. Organisms develop desirable structures to survive in a given environment. C. Organs that are not used may disappear, while organs that are constantly utilized may develop. D. In nature, the organisms with desirable characteristics may survive, while those with weaker traits may not. 5. Which idea best describes the theory of evolution? A. Earth is relatively young. B. Each organism is specially created C. Species are related by common descent. D. A mix of fossils in a region indicates that a local catastrophe occurred. 6. An adaptation promotes ______________________________. A. chance to survive B. chance to reproduce C. chance to survive and reproduce D. None of the above 7. Vertebrate forelimbs are most likely to be studied in ___________________. A. Ecology B. Embryology C. Biogeography D. Comparative anatomy 8. All of these are true about fossils EXCEPT? A. They indicate that life has a history. B. They are pieces of evidence of life in the past. C. The older the fossils, the less they resemble modern-day species. D. They look precisely like modern-day species, regardless of their age. 9. Which is accurate about the description of homologous structures? A. Structures are similar in origin and structure. They evolve to fit the animal's way of life. B. Structure in different organisms that serve the same function. They show no evolutionary relationship between organisms. C. Structure that functions and later on disappear D. All of the above 10. Natural selection states that ______________________. A. nature selects the variations within a species that are most useful for survival. B. fitness is an organism's ability to survive and produce fertile offspring. C. a change in a species occurs over time D. all of the above 11. The criterion used to determine if an organism is a new species is based on _____ A. time B. geography C. reproduction D. physical traits 7 CO_Q3_Science 10_ Module 6 Activity 2 Match It Down: Match column A with the correct answer on column B, write only the letter of response on the blank provided in the test paper. You may choose an option in column B twice. Column A Column B _______1. Georges Cuvier A. Theory of Acquired characteristics _______2. James Hutton B. Theory of Natural Selection _______3. Jean Baptiste de Lamarck C. Theory of Catastrophism _______4. Charles Darwin D. Theory of Uniformitarianism _______5. Charles Lyell Notes to the Teacher This module contains brief but substantial concepts of Evidence of Evolution. Enrichment activities and assessments for the learners are provided. The teacher will assist and guide the learners while going through this module. 8 CO_Q3_Science 10_ Module 6 What's New Activity 1 - I CAN SEE YOU! I. Material: Activity sheet II. Procedure: The figure below is a series of skulls and front leg fossils of organisms believed to be the modern-day horse's ancestors—answer the following Guide Questions based on the figure. Please be guided by the labeled figures below. For you to understand the lesson well, do the following activities. Have fun and good luck! Temporoman dibular joint Bony orbit Maxillary cheek teeth Wolf tooth Canine tooth Incisor tooth Mandibular cheek teeth Mandible Pastern Superficial Digital Flexor Tendon Coffin Bone Knee Deep Digital Flexor Tendon Hoof Wall Lateral View of the Skull and Front leg of Horse (Illustrated by Marcelo John V. Lagonoy) 9 CO_Q3_Science 10_ Module 6 Modern Day Horse Evolution (Illustrated by Marcelo John V. Lagonoy) 12 CO_Q3_Science 10_ Module 6 PART II: COMPARATIVE ANATOMY A. Homologous and Analogous Structure The discipline of comparative anatomy is vital in understanding relationships among creatures. Structures are classified to be homologous if they have similar embryonic origins and analogous if they are identical only in function. For instance, birds' and flies' wings are examples of comparable structures in which they serve the same function but have different embryonic origins (one is made of bone and flesh, the other is mainly composed of non-living chitin). On the other hand, birds' wings and the foreleg of a frog are considered homologous structures (though limbs have different functions, their embryonic origins are alike). For some comparative anatomists, homologous structures are important because they imply an Figure 3 Fossil of Archaeopteryx Bird (Illustrated by: Marcelo John V. Lagonoy) Figure 2 Fossil Identification Based on their Method of Formation (Illustrated by: Marcelo John V. Lagonoy) 13 CO_Q3_Science 10_ Module 6 evolutionary linkage between two species. However, comparing the anatomy and the development of organisms reveals a unity of plan among those strictly connected. The more species have the same functions in terms of body, the nearer they are related. B. Vestigial Structure Gradual changes have occurred through time that has, in some cases, reduced or removed the function of somebody's organs and structure. The human’s appendix that is reduced and no longer digests rough vegetation (Figure 5) and pelvic bones of snakes with reduced hind legs (Figure 6) are examples of this phenomenon. Moreover, vestigial structures are structures that have gone their function in the organism and have become reduced in size (because of efficiency). Figure 5 Showing Analogous Structure of Different Species (Illustrated by: Marcelo John V. Lagonoy) Figure 4 Showing the Difference between Homologous Structures of Different Species (Illustrated by: Marcelo John V. Lagonoy) MOTH WING BAT WING Figure 6 Human Digestive System showing the appendix (Illustrated by: Marcelo John V. Lagonoy) Figure 7 Pelvic bone of a Snake showing a reduced hind limb (Illustrated by: Marcelo John V. Lagonoy) Reduced hind legs 14 CO_Q3_Science 10_ Module 6 PART III: EMBRYOLOGY A study of organism's embryonic progress provides further clues to its evolutionary past. Scientists proclaimed that "ontogeny summarizes phylogeny." Simply means that this theory proposes that if a certain organism undergo its embryonic development (ontogeny), it duplicates (recapitulates) the stages in its evolutionary history (phylogeny). For example, during your development, human folds in the neck area are referred to as pharyngeal pouches, which in some animals become gills. This notion of embryology as an "instant replay" of evolution has been called the biogenetic law. Although the connection between evolution and embryonic development is more complex than once thought, related organisms do show similarities in their embryonic development (see figure 5). These resemblances can be traced to the conservative nature of embryology: small changes on the early development can have severe significances in advanced phases concluded a "domino" effect. Gills are not found in adult humans therefore all vertebrates have comparable pouches from which they ascend. For humans, these pharyngeal pouches go on to develop muscles for eating and facial appearance, endocrine glands in the neck and bones of the middle ear. From an evolutionary perspective, many people believe similarities in embryology are valuable because they reveal our kinship with other phylum members. Figure 8. Early Embryonic Stages of the Different Vertebrates showing Similar Embryonic Structures Illustrated by: Marcelo John V. Lagonoy 17 CO_Q3_Science 10_ Module 6 Activity 2: On the WINGS of Evolution! Direction: Compare the anatomy of the butterfly and bird wing below. Guide Questions: 1. What is the function of each structures? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 2. How are they different in form? Give specific differences. ___________________________________________________________________________ ___________________________________________________________________________ _________________________________________________________ Activity 3: VESTIGIAL: Look What Is Missing? Direction: Compare the cave fish's overall body structure (Phreatichthys andruzzii) and the minnow (Phoxinus phoxinus) below. Figure 10 Comparative Anatomy of the Butterfly and Bird’s wing (Illustrated by: Marcelo John V. Lagonoy) Figure 11 Body Structure of Cave Fish and Minnow Fish (Illustrated by: Marcelo John V. Lagonoy) BUTTERFLY WING BIRD WING 18 CO_Q3_Science 10_ Module 6 Guide Questions: 1. What is the most apparent difference between the body structure of these two fish? _____________________________________________________________________________ _____________________________________________________________________________ 2. Assume two fish came from the same original ancestor. Why might the cavefish have evolved without eyesight? _____________________________________________________________________________ _____________________________________________________________________________ 3. What kind of sensory variation would you hypothesize if the cavefish has to allow it to direct in a cave, including catching and ingestion of food? _____________________________________________________________________________ _____________________________________________________________________________ Activity 4: THE BIRTH OF THE EMBRYO! Direction: Closely related organisms may have physical resemblances before they are born. Take a look at the 6 different structure of the embryos below: Species Embryo Human Chicken Rabbit Tortoise Salamander Fish Species Embryo Human Chicken Rabbit Tortoise Salamander Fish Table 1. Hypothesize which embryo is from each of the following organisms. Write the letter only. Figure 12 Series of vertebrate embryos in Older and More Developed Embryos from the same Organisms. (Illustrated by: Marcelo John V. Lagonoy) Figure 13 Series of vertebrate embryos at the Early Stage (Illustrated by: Marcelo John V. Lagonoy) A B C D E F A B C D E F Table 2 19 CO_Q3_Science 10_ Module 6 Direction: Describe how the embryos changed for each of these organisms from their earliest to the latest stages based on the figures shown above. (The first item is given as an example) Species Anatomical Changes from Early to Late Stages Human Example: Developed limbs, external ears, a large head, and a nose Chicken Rabbit Tortoise Salamander Fish Guide Questions: 1. Look at the six embryos in their earliest stage. Describe the patterns you observed. What physical similarities exist among the embryos? __________________________________________________________________________________ __________________________________________________________________________________ 2. Does this suggest an evolutionary relationship among the organisms? Explain how embryos can be used as indication of common ancestor among these six organisms. __________________________________________________________________________________ __________________________________________________________________________________ Figure 14 Series of Vertebrate Embryos at their Most Advanced Stage, shortly Before Birth (Illustrated by: Marcelo John V. Lagonoy) 22 CO_Q3_Science 10_ Module 6 Assessment Multiple Choice. Write the letter of the best answer on your sheet of paper. 1. An adaptation promotes ______________________________. A. chance to survive B. chance to reproduce C. chance to survive and reproduce D. None of the above 2. The criterion used to determine if an organism is a new species is based on _________________. A. time B. geography C. reproduction D. physical traits 3. Where can most fossils be found? A. Black soil B. Lava flows C. Granite rock D. Sedimentary rock 4. Vertebrate forelimbs are most likely to be discussed in ___________________. A. Ecology B. Embryology C. Biogeography D. Comparative anatomy 5. Which of the following statements does NOT describe Darwin's theory of natural selection? A. The members of a population of the organisms will strive. B. Populations tend to replicate in minimal numbers. C. Members of a population have genetic differences. D. Some members of a inhabitants have adaptive behaviors. 6. The following statements describe evolution EXCEPT A. Evolution is continuous B. Evolution refers to a change C. The world is stable and unchanging D. The mutation causes evolution only when it becomes heritable 7. All of these are true about fossils EXCEPT? A. They specify that life has a history. B. They are evidence of the ancient life. C. The older fossils may look like less than the modern day species. D. They look precisely like modern-day species, regardless of their age. 23 CO_Q3_Science 10_ Module 6 8. Which of the following describes indirect evidence for evolution? A. It is observed or seen B. It involves actual observations C. It is something that does not involve actual observation of evolution but for which we can infer that evolution has taken place D. None of the above. 9. In what era do the oldest fossils locate? A. Mesozoic B. Cenozoic C. Paleozoic D. Pre Cambrian 10. What best defines homologous structures? A. Structures are similar in origin and structure. They evolve to fit the animal's way of life. B. Structure in different organisms that serve the same function. They show no evolutionary relationship between organisms C. Structure that functions and later on disappear D. All of the above 11. Natural selection states that A. nature selects the variations within a species that are most useful for survival. B. fitness gives organisms the ability to survive but not to produce fertile offspring. C. a change in a species occurs over time D. all of the above 12. Which of the following statements best describes the Theory of Natural Selection? A. Developed characteristics of parents can be passed on to offspring. B. Organisms develop necessary structures to survive in a given environment. C. Organs that are not used may fade, while organs that are constantly utilized may develop. D. In nature, the organism with necessary characteristics may survive, while those with weaker traits may not. 13. The most obvious evidence for evolution from a common ancestor is ________ A. similar embryological structures. B. similar DNA sequences. C. similar body structures. D. similar fossils 14. What does it mean by direct indication or evidence for evolution? A. It consists of observations of actual evolution B. It does not involve direct observation of the evolution C. It is something that is not observed or seen D. None of the above. 15. Which idea best describes the theory of evolution? A. Earth is comparatively young. B. Each organism is specially shaped C. Species are related by common ancestry. D. A mix of fossils indicates that a local catastrophe occurred. Great job! You are almost done with this module. 24 CO_Q3_Science 10_ Module 6 Activity 1 - KNOW ME Fill up the missing letters to identify a term related to evolution. Additional Activities Definition 1 S_EC_A_ION the formation of new and distinct species in the course of evolution 2 BI_GEO_RA_HY study of the distributions of organisms 3 EM_RY__OGY The study of the prenatal development of the gametes, fertilization, and development of embryos and fetuses 4 V_ST_GI_L an anatomical feature or behavior that no longer seem to have a purpose in the current form of an organism of the given species. 5 O_GA_IS_ Refers to an individual cretaures such as a, animal, plant or a single-celled life form. 6 A_ALO_O_S are structures that are different in appearance but have the same function 7 H_MOL_GO_S alike structures in different species irrespective of their functions 8 A_AP_AT_ON set of genetically developed traits that make the organism better suited to its environment. 9 S_E_I_S creatures that can replicate with one another in nature and produce fertile offspring 10 O_FS_RI_G young born of living organisms that produced either by a single organism or, in the case of sexual reproduction, two organisms. 27 CO_Q3_Science 10_ Module 6 2 points 1 point 0 point Claim An assertion that is something true Makes a claim that is sufficient to answer the question and is coherent Makes a claim that is sufficient to answer the question of coherent Does not make a claim or makes an incoherent claim Explanation Describes how and why a phenomenon occurs Provides an explanation that addresses how and why a phenomenon occurs Provides an answer that addresses how or why a phenomenon occurs It does not offer an explanation Reasoning Provides reason the reader should accept your claim or explanation Includes all of the following:  Cites sufficient and relevant evidence to support the claim and explanations  Describe how the cited evidence defends the claim/explanation. Includes one of the following  Cites sufficient and relevant evidence to support the claim and explanations  Describe how the cited evidence defends the claim/explanation. Includes none of the following  Cites sufficient and relevant evidence to support the claim and explanations  Describe how the cited evidence defends the claim/explanation. Activity 5 1. ANSWERS MAY VARY 2. The answer depends on how a person defines “mental gymnastics” as well as how literally a person takes the Genesis creation account. If a person takes Genesis completely literally, then science is not compatible. Science refutes that the world was formed in six days. Genesis states that explicitly. If one is willing to view each with a grain of salt, however, one could fit science and Genesis together rather easily for the most part. 3. If viewed purely as the story of Earth, Genesis still fits with science if taken with a grain of salt. Before Earth could be something other than a “void,” there needed to be light, in this case the Sun. The Earth would also have begun rotating as soon as it sprung into existence, hence the separation of night and day. One could also argue that the earth mentioned was not actually Earth specifically, much as how modern people do not always mean the entire universe when they say “the universe” or may use “the world” to refer to all of existence, not just the little sliver that exists on Earth. In this case, “earth” could potentially stand in for the Cosmic Egg which would make Genesis match science more closely. REASONING RUBRICS What I Have Learned 1.Creationism 4. Charles Darwin 7. Natural Selection 2.Catastrophism 5. Direct, Indirect 8. Allopatric, Sympatric 3.Jean Baptist Lamarck 6. Homologous, Analogous Additional Activities 1. SPECIATION 6. ANALOGOUS 2. BIOGEOGRAPHY 7. HOMOLOGOUS 3. EMBRYOLOGY 8. ADAPTATION 4. VESTIGIAL 9. SPECIES 5. ORGANISM 10. OFFSPRING 28 CO_Q3_Science 10_ Module 6 References Website Department of Education. “K to 12 Curriculum Guide (Science 3 to 10). Accessed November 2019: https://www.deped.gov.ph/wp- content/uploads/2019/01/Science-CG_with-tagged-sci-equipment LDRMS Portal. Project EASE. Biology. http://lrmds.depedldn.com/DOWNLOAD/BIOLOGY_M15_EVOLUTION.PDF LRDMS Portal. General Biology II 12 Q1M5: The Development of Evolutionary Relationships: Tree of Life and Systematics. Accessed November 13, 2020 LDRMS Portal. General Biology II 12 Q1M3.2: The Development of Evolutionary Thought. Accessed February 16, 2020 LRDMS Portal. Science Modules. December 29, 2014. Accessed Octiber 13, 2019: https://lrmds.deped.gov.ph/detail/7574 For inquiries or feedback, please write or call: Department of Education - Bureau of Learning Resources (DepEd-BLR) Ground Floor, Bonifacio Bldg., DepEd Complex Meralco Avenue, Pasig City, Philippines 1600 Telefax: (632) 8634-1072; 8634-1054; 8631-4985 Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph