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Science

Quarter 3 – Module 6 :

Evidence of Evolution

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: [email protected] 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

Introductory Message This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson. Each SLM is composed of different parts. Each part shall guide you step-by- step as you discover and understand the lesson prepared for you. Pre-tests are provided to measure your prior knowledge of lessons in each SLM. This will tell you if you need to proceed with completing this module or if you need to ask your facilitator or your teacher's assistance for a better understanding of the lesson. At the end of each module, you need to answer the post-test to self- check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these. In addition to the material in the main text, Notes to the Teacher are also provided to our facilitators and parents for strategies and reminders on how they can best help you on your home-based learning. Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests. And read the instructions carefully before performing each task. If you have any questions in using this SLM or any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Thank you.

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:
4. Take the pre-test before reading the rest of the module.
5. 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.
6. 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.
7. 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.

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

12. Which of the following statements does NOT describe Darwin's theory of natural selection? A. Members of a population will compete. B. Populations tend to reproduce in small numbers. C. Members of a population have heritable variations. D. Some members of a population have adaptive traits.
13. Which of the following describes indirect pieces of 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 change has taken place D. None of the above.
14. The strongest evidence of evolution from a common ancestor is ________ A. similar embryological structures. B. similar DNA sequences. C. similar body structures. D. similar fossils.
15. What does it mean by direct 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. How did you find the pretest? What was your score? If you got 15 items correctly, you may skip the module. But if your score is 14 and below, you must proceed with the module. Have fun learning!

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.

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

Bony orbit dibular joint

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)

III. Guide Questions:

1. Give atleast two resemblances between each of the skulls that might conclude that these are all related species.

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2. What is the most significant change in skull anatomy from the dawn horse to the modern horse?

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3. What is the most significant change in leg anatomy from the dawn horse to the modern horse?

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**_What is It_** 

Evidence of Evolution

Evolution is not a historical process; it occurs at this moment. Populations constantly adapt to variations in their environment and thereby gather changes in the genes that are existing to the species through its gene pool. Charles Darwin proposed the idea that all new species descend from an ancestor. Thus, he performed an exhaustive amount of research to provide as much evidence as possible. Today, the significant evidence for this theory is the fossil record, embryology, comparative anatomy, and molecular biology. Evidence to support the theory of evolution comes from different fields of science. However, pieces of evidence of evolution are divided into two groups: direct and indirect. Direct evidence can be directly observed or seen, such as fossil evidence. On the other hand, indirect evidence does not involve actual observation of evolution. We can conclude that evolution has taken place such of homologous, analogous, and vestigial structures, embryology, and biogeography.

Geological Time Scale and Evolution of Animals and Plants

Giovanni Avduina developed the first geological time scale. The oldness of the Earth is about 4600 million years. Life first initiated in water (3600 million years ago). The history of the Earth has been separated into several major divisions called eras. The modern periods are divided into epochs. The origin of vertebrates took place in the Ordovician period in ostracoderms (jawless vertebrates related to cyclostomes). Ostracoderms were small, jawless bony fish-like forms. After the ostracoderms, acanthodians (the earliest known vertebrates with lower jaws) appeared in the Silurian period. Placoderms (the ancient gnathostomes- jawed vertebrates) also emerged in the Silurian period. Also, the origin of amphibians occurred in the Devonian period. Reptiles appeared in the Carboniferous period. The origin of dinosaurs and mammals took place in the Triassic period. Toothed birds (first birds) appeared in the Jurassic Period. Thus, fishes' origin took place first, with amphibians next, followed by reptiles, then mammals and birds. Different kinds of algae were present in the Cambrian period. Marine algae were abundant in the Ordovician period. The origin of bryophytes took place before vascular plants' appearance (pteridophytes, gymnosperms, and angiosperms). The origin of vascular plants took place in the Silurian period. First gymnosperms appeared in the Devonian period. The origin of the first seed plants occurred in the Carboniferous period. Angiosperms appeared in the Cretaceous period. Angiosperms diversified in the Miocene, and their adaptive radiation occurred in the Pliocene.

PART 1: EVIDENCE OF FOSSIL

Fossils are the remnants of an creature from the primitive times. Most organisms do not fossilize, and geological processes usually destroy those that do, or they never surface for examination. Fossils are generally formed when an organism is covered by sediments that then harden into sandstone, slate, mudstone, or flint. Organisms also fossilize when buried in volcanic ash or entombed in tar or tree sap. According to experts, fossil provides direct evidence for evolution because it can tell what has happened. By simply studying fossils occurring in different strata of rocks, geologists can reconstruct evolutionary change time and course. It can show that variation in time has happened. When fossils are set in the order of how old they are, we can directly compare their body structures. Through these, fossils' experts can confirm that species are not fixed but can evolve into other species over time. Experts have difficulty interpreting fossil evidence because the fossil record is relatively incomplete since a small number of fossils are found. Moreover, the

remains of organisms are preserved only in places where the condition is favorable.

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

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

Assessment 1: For each animal, indicate what type of movement each limb is

responsible for. Animal Primary Functions Human Using tools, picking up and holding objects Whale Cat Bat Bird Crocodile

LIZARD

Figure 9: Images of the Skeletal Structure of the Front Limbs of Different Animals (Illustrated by: Marcelo John V. Lagonoy)

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?

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___________________________________________________________________________

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2. How are they different in form? Give specific differences. **___________________________________________________________________________

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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