General Biology 2 Quarter 3 Module 3 PDF

Senior High School General Biology 2 Quarter 3 – Module 3 Evolution and Origin of Biodiversity Science – Senior High School Quarter 3 – Module 3: Evolution and Origin of Biodiversity First Edition, 2021 Republic Act 8293, section 176 states that: No copy...

Senior High School General Biology 2 Quarter 3 – Module 3 Evolution and Origin of Biodiversity Science – Senior High School Quarter 3 – Module 3: Evolution and Origin of Biodiversity First Edition, 2021 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 the exploitation of such work for a 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 Departm9ent of Education Development Team of the Module Writer: Khezelle M. Roslinda Editors: Roland O. Tacan Reviewers: Roland O. Tacan, Maybelle G. Isidoro, Honey Lynne A. Boyles Management Team: Josephine L. Fadul – Schools Division Superintendent Melanie P. Estacio – Assistant Schools Division Superintendent Christine C. Bagacay – Chief - Curriculum Implementation Division Honey Lynne A. Boyles – Education Program Supervisor -Science Lorna C. Ragos – Education Program Supervisor Learning Resources Management Printed in the Philippines by ________________________ Department of Education – Region XI Office Address: E-Park, Apokon, Tagum City Telefax: (084) 216-3504 E-mail Address: http://deped.tagumcity.gov.ph General Biology 2 Quarter 3 – Module 3 Evolution and Origin of Biodiversity 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 on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for 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 question 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. ii  Let Us Learn! Hello everyone! How are you today? This module is designed for you to discover the patterns of descent modification of organisms from common ancestors to the diverse list of organisms that we have today. In this module you will understand how all organisms may be connected to one another. You will explore with the great naturalist and evolutionary minds this Earth had seen. Together we will investigate the patterns of descent modification and how did evolutionary theories come to be. After going through this module, you are expected to: 1. show patterns of descent with modification from common ancestors to produce the organismal diversity observed today; and (STEM_BIO11/12-lllc-g-10) 2. trace the development of evolutionary thought. (STEM_BIO11/12-IIIc-g-11) Specifically, you will learn to: 1. define species according to the biological species concept; 2. distinguish the various types of reproductive isolating mechanisms that can lead to speciation; 3. discuss the different modes of speciation; 4. explain how evolution produce the tremendous amount of diversity among organisms; 5. enumerate the scientists and cite their respective contributions in the development of evolutionary thought; 6. describe Jean Baptiste Lamarck’s hypothesis on evolutionary change; and 7. discuss Charles Darwin’s theory of evolution by natural selection. 3  Lesson Patterns of Descent with 1 Modification and Development of Evolutionary Thoughts Let Us Try! Great job! You are now making your moves towards completing this module! Let us try to find out by answering the following questions. After honestly answering this, you may check the answers at the last part of this module. Multiple Choice Identify the choice that best completes the statement or answers the question. 1. Which of the following statements about biological species is(are) correct? I. Biological species is a group of individuals whose members interbreed with one another. II. Biological species are the model used for grouping extinct forms of life. III. Members of biological species produce viable, fertile offspring. A. I only B. B. II only C. I and III D. II and III 2. Which isolating mechanism does NOT prevent fertilization and formation of zygote? A. Temporal isolation B. Hybrid breakdown C. Gametic isolation D. Behavioral isolation 3. What type of speciation includes abrupt genetic change that can cause reproductive isolation between groups of individuals? A. Allopatric speciation C. Parapatric speciation B. Sympatric speciation D. None of these 4 4. What type of speciation occurs when populations are separated by a geographic barrier? A. Allopatric speciation B. Sympatric speciation C. Parapatric speciation D. None of these 5. What type of speciation involves abrupt change in the environment over a geographic border and strong disruptive selection that affects gene flow between neighboring populations? A. Allopatric speciation B. Sympatric speciation C. Parapatric speciation D. None of these 6. Catastrophism, meaning the regular occurrence of geological or meteorological disturbances (catastrophes). What does Cuvier's attempt to explain? A. The existence of evolution B. The origin of new species C. The fossil record D. Uniformitarianism 7. Which of the following represents an idea that Darwin learned from the writings of Thomas Malthus? A. Technological innovation in agricultural practices will permit exponential growth of the human population into the foreseeable future. B. Populations tend to increase at a faster rate than their food supply normally allows. C. Earth changed over the years through a series of catastrophic upheavals. D. The environment is responsible for natural selection. 8. In the mid-1900s, the Soviet geneticist Lysenko believed that his winter wheat plants, exposed to ever-colder temperatures, would eventually give rise to ever more cold-tolerant winter wheat. Whose ideas does Lysenko's attempt in this regard were most in agreement with? A. Cuvier B. Hutton C. Lamarck D. Darwin 5 9. Which of the following ideas is NOT included in Darwin’s theory? A. All organisms that have ever existed arose through evolutionary modifications of ancestral species. B. The great variety of species live today resulted from the diversification of ancestral species. C. Natural selection eliminates adaptive traits. D. Natural selection preserves favorable traits. 10. Which of the following statements is not compatible with Darwin’s theory? A. All organisms have arisen by descent with modification. B. Evolution has altered and diversified ancestral species. C. Evolution occurs in individuals rather than in groups. D. Evolution occurs in because some individuals function better than others in a particular environment. 6  Let Us Study! Previously on Module 2, you have explained how characteristics of population changes from one generation to another. You learned about the mechanisms that brought changes to the gene frequency of population. Activity 1: What’s the Word? By way of a review, you need to unravel the jumbled letters on each of the boxes below. Explain each word based on your learning. 2. OVFARDE ARACHCETRSTICSI 3. VOLUEIONT 1. UNATRAL ELECSTOIN 4. VIRONMEENT 5. VIVSURAL 1. __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ 2. __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ 3. __ __ __ __ __ __ __ __ __ 4. __ __ __ __ __ __ __ __ __ __ 5. __ __ __ __ __ __ __ __ 7  Species are groups of interbreeding natural populations that are reproductively isolated from other such groups. The field of biology describes "isolation" as a process by which two species that could otherwise produce hybrid offspring are prevented from doing so. (Reece, et al. 2014) A. Pre-zygotic isolation mechanisms prevent fertilization and zygote formation. I. Geographic or ecological or habitat isolation – potential mates occupy different areas or habitats thus, they never come in contact. Ex. Spotted owl subspecies living in different geologic locations show some genetic and morphological differences. https://evolution.berkeley.edu/evolibrary/article/evo_45 II. Temporal or seasonal isolation – different groups may not be reproductively mature at the same season, or month or year. Ex. American toads mate in early summer while Fowler’s toads mate in late summer which means they don’t interbreed https://brainbrooder.com/lesson/505/18-2-5-reproductive-isolation III. Behavioral isolation – patterns of courtship are different. Ex. Blue-footed boobies select their mates only after and elaborate courtship ritual. https://www.slideshare.net/mooshoo1/14-lecture-presentation0 8  IV. Mechanical isolation – differences in reproductive organs prevent successful interbreeding. Ex. Two different species of snails are unable to mate with one another because the shell’s spirals are in opposite directions. https://venngage.net/p/178332/biological-species-infographic-by-john-and-trevor V. Gametic isolation – incompatibilities between egg and sperm prevent fertilization. Ex. Two different species of sea urchins have differing gamete proteins and their gametes will only fuse with those of the same species. https://biologywise.com/gametic-isolation-meaning-examples B. Post-zygotic isolation mechanisms allow fertilization but nonviable or weak or sterile hybrids are formed. I. Hybrid inviability – fertilized egg fails to develop past the early embryonic stages Ex. When tigers and leopards mate, the zygote begins to develop but pregnancy ends in miscarriage or stillborn http://www.bio.miami.edu/dana/dox/reproductive_isolation.html II. Hybrid sterility – hybrids are sterile because gonads develop abnormally or there is abnormal segregation of chromosomes during meiosis. Ex. When a female horse mate with a male donkey the result is “mule”. Mules are sterile, thus there is no potential for gene flow. 9 https://biology-forums.com/index.php?action=gallery;sa=view;id=709  III. Hybrid breakdown - F1 hybrids are normal, vigorous, and viable, but F2 contains many weak or sterile individuals. Ex. A strain of cultivated rice has vigorous hybrids in the first generation but plant in the next generation are small and sterile. http://www.bio.miami.edu/dana/dox/reproductive_isolation.html In the presence of a reproductive isolating mechanism, genetic drift, natural selection, mutation, and gene flow are free to operate on the population. These will lead to genetic divergence and ultimately to species formation or speciation. (Freeman, 2008) Modes of speciation: A. Allopatric speciation or geographic speciation (allo – other, patric – place; ‘other place’) - occurs when some members of a population become geographically separated from the other members thereby preventing gene flow. Examples of geographic barriers are bodies of water and mountain ranges. B. Sympatric speciation (sym – same, patric – place; ‘same place’) - occurs when members of a population that initially occupy the same habitat within the same range diverge into two or more different species. It involves abrupt genetic changes that quickly lead to the reproductive isolation of a group of individuals. Example is change in chromosome number (polyploidization). C. Parapatric speciation (para – beside, patric – place; ‘beside each other’) – occurs when the groups that evolved to be separate species are geographic neighbors. Gene flow occurs but with great distances is reduced. There is also abrupt change in the environment over a geographic border and strong disruptive selection must also happen. 10  Present-day species evolved from earlier species and that the relatedness of organisms is the result of common ancestry. This can be supported by morphological and anatomical data, homology, biogeography, DNA and protein sequences (molecular data), and embryology. (Russell, et al. 2008) Image source: https://en.wikipedia.org/wiki/File:Speciation_modes.png 11  Let Us Practice Good Job! Congratulations! You might have learned the different isolating mechanisms and different modes of speciation. Now let us check your understanding by answering Activity 2 and 3. After honestly answering this, you may check your answer in the Answer Key Section. Activity 2: Identify me! Based on the descriptions, identify the given isolating mechanisms: 1. Two species of garter snakes live in the same region, but one lives in water and the other on land. 2. Two species of meadowlarks with different mating songs. 3. Two species of trout that breed in different seasons. 4. Mule is the sterile offspring of a horse and a donkey. 5. Two species of plants flower at different months. Based on the descriptions, identify the mode of speciation: 6. The hemp nettle, Galeopsis tetrahit is a tetraploid found to thrive in the same area as two other diploids species, Galeopsis pubescens and Galeopsis speciosa. 7. The Panama porkfish, Anisotremus taeniatus, found in the Pacific Ocean is morphologically similar to the porkfish, Anisotremus. virginiacus, found in the Caribbean Sea are separated by a land bridge between North and South America called the Isthmus of Panama. 8. The Siberian lesser black-backed gull, lesser black-backed gull and herring gull are all found in the Arctic region. The lesser black-backed gull interbreeds with the Siberian lesserblack-backed gull but not with the herring gull. 12 Activity 3: Match-Up! Below are photos of birds with a different type of beaks, match each bird with the food that it commonly eats: 1. A. 2. B. 3. C. As you try to match each bird given its unique beak to the food that it eats, you will notice that a specific beak is specially designed for a specific diet. What does it signify? We will find out more about this lesson. Image source: https://www.allaboutbirds.org/news/why-evolution-goes-wild-on-islands-the-science-of-adaptive-radiation/ Observe the illustration above. Birds are one of the most observable animals on the planet; they may be found on different areas around the Earth, from the icy caps of the Earth to the deserted and tropical parts of it. There are also tens of thousands of species of Birds. Species refer to a group of organisms or individuals under the same classification which has similar characteristics and is capable of reproduction. 13  It is important to take note that these organisms may be under the same family of organisms but still possess key differences in characteristics. An example is the species of birds called Finches; finches are under one family (Fringillidae) but there are still observable differences between them. One of these differences is their beaks. (Tiamzon, et al. 2016) Questions: Why do birds develop differences in their beaks? Why do some birds of the same family which look exactly like each other developed different type of beaks? Hypotheses: Birds’ beaks are one of the most observable adaptation traits used by an organism. The differences in their beaks resulted from natural selection. Birds of the same family with different types of beaks can indicate that all birds came from one single type of bird. We can hypothesize that during Jurassic Period when birds first appeared there is only one specie or type of bird as these birds adapt to the kind of environment that they live and to some other factors like the kind of food that is abundant in their environment they develop different beaks for survival. Can we prove these hypotheses? Investigation: One of the good things among us living today is the availability of information from previously done studies and investigation. In the questions that we have today in this module, the following will be most helpful: Charles Darwin’ Investigation and Voyage Charles Darwin is a famous Naturalist of his time; it means that he has gained knowledge to look at different natural phenomena involving plants and animals. But before he became a well-known naturalist, he was first considered as a Collector. He collects different fossils and specimens of animals and plants from different places on Earth. (Khan, Sal. 2020) Image source: https://cdn.britannica.com/44/182344-050-5ECEF0AD/map-voyage-Charles-Darwin-HMS-Beagle.jpg 14  His most famous collection was collected from his Voyage during 1831. Darwin was only 22 years old when he started his 5 years voyage aboard the ship called HMS Beagle. During this voyage, he had seen and collected various specimens and fossils of plants and animals. The ship HMS Beagle had surveyed the coast of South America, for five years he was able to check on different islands and to collect numerous samples of animals and plants specimens. It was like a long field trip. During his trip, he observed key differences among animals that help him develop his famous idea about speciation which made him the Father of Evolution. He spent his last 5 weeks on the voyage in the Galapagos Islands. In this group of islands, he observed that tortoises have different shell structure depending on the island where it came from. He noticed that while some of the animal species found in the islands can also be found in the nearby mainland, the species found on Galapagos islands are unique and have unique adaptations. One of these animals is the Finches. He collected samples of this bird because he was very curious as to how these birds seem to be of the same species with such observably different types of beaks. Later after his voyage, he found out that these birds are different subspecies of Finches, yet they almost look the same except for a few key structural differences such as their beaks. The finches that he observed on the islands are unique because they have adapted to feed on cacti. Along with his observation and investigation of different plant and animal species from his voyage, the notable differences between these closely related finches’ beaks made him realize one of the most revolutionary facts about species. The Conclusion: For Darwin, and for us who have followed his journey, shortly, there is one logical reason why these birds although have similar traits developed into different species. Once in their life’s history, they are birds of the same species, later as they adapt to their environment, they have developed changes in their characteristics through the process of Natural Selection. In which they adapt changes to suit their capability of surviving in their habitat. 15 Patterns of Descent with Modification As we continue to follow Darwin in his fascinating adventure to discover the mystery of the origin of species, you may see him having the “eureka” or enlightened moment of his life as he arrived at one logical explanation for the analyzation of data that he had gathered from his voyage: species diverge from an old species and gave rise to new species. On the left is an image of Charles Darwin’s penmanship “I Think” along with his first diagram of an evolutionary tree, where we can observe that point 1 is our common ancestor which have branched out to different species and a group of species until we have arrived from the diversity of organisms that we have Image source: Wikimedia Commons today. File name: Darwin Tree. The similarities among organisms of different species and the few differences of closely related species led Darwin to think about the patterns of descent with modification. In simple words, it means that we are descendants of one common ancestor, and we evolved into different species through time as we change our heritable traits over a generation. (Khan, Sal. 2020) That is: COMMON ANCESTOR → EARLIER SPECIES → PRESENT DAY ANCESTOR 16  Let Us Practice More Hello! Let’s check how much you know about the patterns of descent modification and the development of evolutionary thoughts. Activity 4: A Word Scramble Arrange the jumbled letters inside the boxes of the concept map below. 5. SEU NAD UEDISS 2. EJAN RAMAKCL 6. BAHIT 7. HERINITNCEA FO CAQIURED HARACRISTERISCSC 8. IDRBINGW UTTERLYFB 3. DALFRE 9. GGLESTRU 1. ESDECNT ITHW USSRLE OFR ODIMIACTNOFI ALLCEAW XISTENEEC 10. ODIMIFTIOCNA 11. ATURALN IONSELCTE 14. SHM EAGBLE 4. CLHRESA WINDAR 12. OVYAGE 15. ALAPAGAOS LSINADS 13. GIORIN FO CEISPES 17 The Development of Evolutionary Thoughts Patterns of descent with modification, as you have seen and read is another way of putting how evolution works. This revolutionary idea of Charles Darwin has not been the only available thought about evolution. There are also other scientists who have contributed to the knowledge of evolution that we have today. We will learn about some of these people in this lesson. (Tiamzon, et al. 2016) LAMARCK → DARWIN → WALLACE 1. Jean Baptiste Lamarck. Before Darwin, some notable people who have already thought about the concept of evolution. One of them is Jean Lamarck, a French Naturalist who has theorized on habits or the Principle of Use and Disuse; he thought that organisms have evolved to change their characteristics to fit in their environment through continuous use and disuse of their organs. Examples are the giraffes that have developed long necks as they need to feed on fruits from tall trees, while snakes, Image source: https://pathakalisha.wordpress.com/2017/05/25/lamarck- theory-of-evolution/ on the other hand, have lost their legs as they continue to disuse or not use their legs. However, later researchers showed that acquired characteristics may not be simply inherited or passed on to offspring, an analogy for this is how people who body-built may not pass the trait of the muscled body to their children in that manner. 1. Charles Darwin. Darwin, an English Naturalist, as we have already learned, had theorized on how species came from a common ancestor and how these species may also give birth to another species in a long time as changes occur in their characteristics via the process of Natural Selection. These organisms change to adapt to their environment as time passed by until they have finally evolved into a new species incapable of breeding with the original species. He wrote the famous book: “On the Origin of Species” where he published his discoveries and theories on how species evolved from a single ancestor. 18 3. Alfred Russel Wallace. He is a British Naturalist, had been a friend of Darwin, and is of great significance to the development of evolutionary thought because he had been a key person to Darwin’s Publication of the Origin of Species. Darwin was first very hesitant to publish his theory about speciation and evolution because he is afraid. During their time it is widely acknowledged that species have been the same from the very beginning and will still be the same to the end. Species do not change; this is the accepted concept during their time. But, as Wallace gets acquainted with Darwin, he had been inspired to take another voyage to also collect samples of different species from Indian and Malay Regions. On his eight years journey, he had collected samples of various species of plants and animals one of them is different variations of Birdwing butterflies. As he had observed how these butterflies differ from one place to another, he also arrived at the same conclusion with Darwin even though Wallace didn’t have an idea Image Source: https://en.wikipedia.org/wiki/Birdwing that Darwin has the same theory because Darwin chose to keep it secret at first. Wallace also thought that species that look almost the same differ in key characteristics because they have been modified through their struggle to survive. Through a letter, he sent this thought to his friend Darwin, which made Darwin also work on his theory further and publish the work together with Wallace’s work. Wallace wrote a journal titled “On the Tendency of Varieties to Depart Indefinitely from the Original Type” where he reasoned about how the animals in the wild struggle for existence. He said that naturally, there are a greater number of offspring born than can survive. That is because of different factors such as food supply and environmental conditions or hazards. He also said that offspring were born with different characteristics such as size 19  and color. Environment dictated which among these offspring will survive, and these survivors will have a higher ability to reproduce and pass on their traits to another generation. This process will continue until varieties of traits of organisms became dominant in one place to another. As these three given theories develop, we have arrived at the most accepted theory of evolution today, which is Charles Darwin’s On the Origin of Species; this is because, through his and Wallace’s observation, we can now conclude that the giraffes on Lamarck’s theory of use and disuse did not develop long necks simply because of frequent use of their neck. Giraffes have developed their long neck because those who were born with slightly longer neck survive and were able to pass on their traits to the next offspring. After a long time, giraffes have developed longer necks because of their parents who have already longer neck. This is the pattern of descent with modification along with the development of evolutionary thoughts. 20  Let Us Remember Activity 5: Mind the Gap! Now it’s your turn! Read and fill out the following “I have learned oath.” Learning about the patterns of descent with modification and the development of evolutionary thoughts is such a wonderful journey! I can now understand how the idea of evolution has developed. I have recalled that patterns of descent are described as how new or (1.) _____________________ is formed as result of modified traits from (2.) which all have descended from one (3.. I have learned from this module that there are people who helped shape our understanding of the concept of evolution; few of these people are (4.) ____________________, who have theorized on the Principle of (5.) and disuse; second person is (6.) ________________, an English Naturalist who have boarded the HMS Beagle for 5 years to survey the coast of South America and in the islands of (7.) ________________, he has also written the book (8.) ____________________, last person in the list is (9.) who have travelled the Malay Archipelago and have studies different types of (10.) _________________. There is indeed a lot to discover about the evolution of life! As life strives to survive and change its form to adapt to the challenges brought by its environment! As a result, new species descended from a common ancestor as evident to the patterns of descent seen on different species of birds, butterflies, and many more organisms. What’s more amazing is how certain humans dedicated a large part of their lives investigating and studying the evolution of life. With prudence and science, people can learn greatly from its environment. I (write/state your name), do solemnly pledge that I will only do good and responsible science for my society specifically in learning about evolution and my descent from a common ancestor. 21 Activity 6: Sequence me! Were you amazed by how evolutionary thoughts have developed? And how the patterns of descent with modification be seen from a common ancestor to the organismal diversity that we have today? Below are a series of terms about the lessons, sequence them to see their evolution or development of thought/idea. Use numbers 1, 2, and 3 on which 1 signifies the first and 3 as last. 1. Wallace, Lamarck, Darwin 2. Principle of Use and Disuse, Modifications of Species from Place to Place, Origin of Species 3. Present Day Species, Common Ancestor, Earlier Species 4. Original Species, New Species, Species with Modified Traits 5. Giraffes, Birdwing Butterflies, Finches 22  Let Us Assess! Superb! Just Superb! It is time to try the fruit of our journey! Multiple Choice Let’s see how well you have learned from about the patterns of descent with modification and the development of evolutionary thoughts by answering the following questions. Choose the letter of the best answer. 1. Which of the following is NOT the evolutionary reason given by Wallace? A. Struggle for Existence B. Natural Selection C. More offspring were born than can survive D. Artificial Selection 2. Which of the following shows how the patterns of descent with modification be described in terms of a flow chart? A. New Species → Old Species B. Old Species → Common Ancestor C. Common Ancestor → Old Species → New Species D. Common Ancestor → New Species → Old Species 3. Patterns of descent with modification showed that all organisms came from a single ancestor which through the passing of time and after different variations have birthed to a new species that will also tend to bring new divergent species. What do you think about the statement? A. It’s true B. It’s False C. Half true, half false D. The statement is invalid. 4. What mechanism of evolution leads to patterns of descent with modification? A. Mutation B. Recombination C. Non-random Mating D. Natural Selection 23 5. Who is the first person who significantly discovered how one new species can be a result of modification from a single original species? A. Charles Darwin B. Alfred Russel Wallace C. Jean Baptiste Lamarck D. All of the above 6. Who is the evolutionist who reasoned how species may change through continuous use and disuse of its trait or organs? A. Charles Darwin B. Alfred Russel Wallace C. Jean Baptiste Lamarck D. Charles Baron 7. Who is the evolutionist who has studied specimens of the birdwing butterflies which helped him to also theorized on the divergence of species from a single original species and reasoned that struggle for existence of the organisms lead to such process? A. Charles Darwin B. Alfred Russel Wallace C. Jean Baptiste Lamarck D. Charles Brown 8. Who is the evolutionist whose work prompt Darwin to also publish and communicate Darwin’s theory on the speciation of organisms on Earth? A. Charles Darwin C. Jean Baptiste Lamarck B. Alfred Russel Wallace D. Charles Dassel 9. What book did Charles Darwin wrote and made him as the father of evolution? A. On the Speciation of Organism C. The Descent of Man B. On the Origin of Species D. Patterns of Descent 10. What Principle did Lamarck theorized to be the reason why giraffes developed longer necks? A. Principle of use and habits C. Principle of use and disuse B. Habitual use of organs D. All of these 11. What group of species of birds did help Darwin to formulate his idea on how species originate? A. Founders C. Finchers B. Healers D. Finches 24  12. What is the name of the ship where Darwin embarked to survey the coast of south America? A. Galapagos Islands C. HMS Islands B. HMS Beagles D. Tortoise Islands 13. Which among the following best describes Charles Darwin? A. He is hesitant to be the first person to tell a new discovery as he is afraid to be the only person to go against the established facts on his days. B. He is brave enough to conquer the difficulties of having to embark on an eight-hour journey to the west Indian ocean to study the different types of whale. C. He is not afraid to share credit on his theory because for him, life is a continuous journey to the unknown. D. He did not hesitate to publish his works because he is backed up by his friends. 14. How will you compare the journey of Darwin and Wallace in discovering how species originated and evolved? A. Both have gone on a long journey to collect different samples or plants and animals’ species that lead to their discovery. B. Both have arrived at the same conclusion that new species originated from previous common ancestor. C. One did not look closely to the proofs that a single common ancestor is the origin of all species on Earth. D. Both B and C 15. Which of the following best explains how patterns of descent with modification from common ancestors produce the organismal diversity of the present? A. Old organisms habitually use their organs and traits until it became dominant to suit their needs. B. Old species with favorable traits suited in their environment will pass on the said trait to their offspring, this process will continue until such time that an organism with specialized trait arrived, giving way to a new different species. C. Disuse of some part of the genes of an organism lead to mutation which in turn will be passed on to its offspring. D. All of the above 25  Let Us Enhance We’re almost done in this learning journey. Good job! There’s just one more thing to do! Activity 7: The Times of Evolutionary Thoughts Create a timeline of how evolutionary thoughts have developed based on your learnings from this module 26  Let Us Reflect Congratulations! You might want to share your deep thoughts on this. As you have learned how patterns of descent with modification showed that one species evolved from a common ancestor and from an earlier species through continuous alteration of traits to suit their need for survival; it is now a big question of how humans will change in the future. What kind of new human species will there be? Given the conditions that we are living in nowadays, there are theories that humans will end up incorporating their traits with technology. In your point of view as a senior high school STEM student, what will be the future human species? Support your claim with patterns or similarities with the modern-day human species. Give your thoughts… ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 27  1 Let Us Practice Activity 2 1. Geographical 2. Behavioral 3. Temporal 4. Hybrid Sterility 5. Temporal 6. Sympatric 7. Allopatric 8. Parapatric Activity 3 1. C 2. B 3. A Let us Study Let us Try Multiple Choice Activity 1 1. C 1. Natural Selection 2. B 2. Favored 3. B Characteristics 4. A 3. Evolution 5. C 4. Environment 6. B 5. Survival 7. B 8. C 9. C 10. C Answer key to Activities  2 Let us Practice More Activity 4 1. Descent with Modification 2. Jean Lamarck 3. Alfred Wallace 4. Charles Darwin 5. Use and Disuse 6. Habitat 7. Inheritance of Acquired Characteristics 8. Birdwing Butterfly 9. Struggle for existence 10. Modification 11. Natural Selection 12. Voyage 13. Origin of Species 14. HMS Beagle 15. Galapagos Islands Let us Assess Let us Remember Multiple Choice Activity 5 1. C 1. Present day species 2. A 2. Old species 3. D 3. Common ancestor 4. A 4. Jean Baptiste Lamarck 5. C 5. Use 6. B 6. Charles Darwin 7. B 7. On the Origin of Species 8. B 8. Alfred Russel Wallace 9. A 9. Birdwing Butterfly 10. D 11. C Activity 6 12. D 1. 312 13. B 2. 123 14. B 3. 312 15. D 4. 132 5. 132  References CHED (2016). Teaching Guide for Senior High School in General Biology 2. First Edition. Pp. 81-87. DepEd (2020). Most Essential Learning Competencies with Corresponding CG codes. General Biology 2. Pp. 631-633. Freeman, S. Biological Science. 3rd ed. 2008. California: Pearson Benjamin Cummings. pp. 503-525. Kennedy, Donald, et al. (1998). Teaching about Evolution and the Nature of Science. Washington DC: National Academy Press. Pp. 96-99. Reece, JB, LA Urry, ML Cain, S Wasserman, PV Minorsky, RB Jackson. Campbell Biology. 9th ed. 2014. Illinois: Pearson Education Inc. pp. 480-499. Russell PJ, SL Wolfe, PE Hertz, C Starr, B Mc Millan. Biology: the Dynamic Science. 2008. California: Brooks/Cole CENGAGE Learning. pp. 419- 439. Tiamzon, Maria Elena, et al. (2016). General Biology 2 Textbook for Senior Highschool. Quezon City: Vibal Group, Inc. Pp. 97-100. Online Sources: Encyclopedia Britannica, Inc. Map-voyage-Charles-Darwin-HMS-Beagle.jpg. Image/jpeg. October 28, 2019. https://cdn.britannica.com/44/182344-050-5ECEF0AD/map- voyage-Charles-Darwin-HMS-Beagle.jpg Khan, Sal. “Darwin, Evolution and Natural Selection.” Khan Academy. 2012. June 24, 2020. https://www.khanacademy.org/science/biology/her/evolution-and- natural-selection/a/darwin-evolution-natural-selection Wikimedia Commons. Darwin tree.png. Image/png. February 14, 2016. https://upload.wikimedia.org/wikipedia/commons/thumb/5/58/Dar w in_tree.png/353px-Darwin_tree.png 3