11

SENIOR
SENIOR HIGH
HIGH SCHOOL
SCHOOL

Activity Sheet in
Earth and Life Science
(Introduction to Life Science)

Quarter 2 – MELC 5
ORGAN SYSTEMS (Animals)
 Quarter 2, Week 5

Learning Activity Sheets (LAS) No.5

Name of Learner: ________________________________________________________

Grade and Section: _________________________ Date: ______________

Learning Activity Sheets in Earth and Life Science 11

(Different Organ Systems of Animals)

I. Learning Competency
Describe the general and unique characteristics of the different organ
systems in representative animals (S11/12LT-IIIaj- 2)
Specific objectives
a. Identify the different organ systems of the animals.
b. Describe the general and unique characteristics of the different organ
systems in representative animals.
c. Appreciate the different organs that make up the organ system by
writing down its importance to sustain life.

II. Background Information for Learners

The human body is made up of several organ systems that work
together as one unit. In the pyramid of life that organizes all the elements of
life into categories, organ systems are nested between an organism and its
organs. Organ systems are the groups of organs that are within an
organism.
Ten major organ systems of the human body are listed below along
with the major organs or structures that are associated with each system.
Each system depends on the others, either directly or indirectly, to keep the
body functioning normally.

Circulatory System
The main function of the circulatory system is to transport nutrients
and gasses to cells and tissues throughout the body. This is accomplished
by the circulation of blood. Two components of this system are the
cardiovascular and lymphatic systems.

The cardiovascular system is comprised of the heart, blood,

and blood vessels. The beating of the heart drives the cardiac cycle
which pumps blood throughout the body.
 Source:https://anatomytoday.weebly.com

The lymphatic system is a vascular network of tubules and ducts that

collect, filter, and return lymph to blood circulation. As a component of the
immune system, the lymphatic system produces and circulates immune
cells called lymphocytes. The lymphatic organs include the lymph vessels,
lymph nodes, thymus, spleen, and tonsils.

Digestive System
The digestive system breaks
down food polymers into smaller
molecules to provide energy for the
body. Digestive juices and
enzymes are secreted to break down
the carbohydrates, fat, and protein
in food. The primary
organs are the mouth, stomach,
intestines, and rectum. Other
accessory structures include the teeth,
tongue, liver, and pancreas.

Source:
https://www.vhv.rs/viewpic/ohmwTT_digestive-system
hd-png -download/
Endocrine System
The endocrine system, along with the nervous system, functions in
the regulation of body activities. The nervous system acts through electrical
impulses and neurotransmitters to cause muscle contraction and glandular
secretion. The effect is of short duration, measured in seconds, and
localized. The endocrine system acts through chemical messengers called
hormones that influence growth, development, and metabolic activities. The
action of the endocrine system is measured in minutes, hours, or weeks and
is more generalized than the action of the nervous system.

Source:https://ncimedia.cancer.gov/pdq/media/images/797853.jpg

There are two major categories of glands in the body - exocrine and
endocrine.
Exocrine Glands
Exocrine glands have ducts that carry their secretory product to
a surface. These glands include the sweat, sebaceous, and mammary
glands and the glands that secrete digestive enzymes.
Endocrine Glands
The endocrine glands do not have ducts to carry their product
to a surface. They are called ductless glands. The word endocrine is
derived from the Greek terms "endo," meaning within, and "krine,"
meaning to separate or secrete. The secretory products of endocrine
glands are called hormones and are secreted directly into the blood
and then carried throughout the body where they influence only those
cells that have receptor sites for that hormone.

Integumentary System
The integumentary system is the set of organs that forms the external
covering of the body and protects it from many threats such as infection,
desiccation, abrasion, chemical assault, and radiation damage. IN humans
the integumentary system includes the skin – a thickened keratinized
epithelium made of multiple layers of cells that is largely impervious to
water. It also contains specialized cells that secrete melanin to protect the
body from the carcinogenic effects of UV rays and cells that have an
immune function. Sweat glands that excrete wastes and regulate body
temperature are also part of the integumentary system. Somatosensory
receptors and nociceptors are important components of this organ system
that serve as warning sensors, allowing the body to move away from noxious
stimuli.

Source: https://sites.google.com/a/st.cabarrus.k12.nc.us/3rd-period-group-
2-basketball/integumentary-system

Muscular System
The muscular system enables movement through the contraction of
muscles. Humans have three types of muscles: heart muscle, smooth
muscle, and skeletal muscles. Skeletal muscle is made up of thousands of
cylindrical muscle fibers. The fibers are bound together by connective tissue
that is made up of blood vessels and nerves.

https://bodybywright.files.wordpress.com/2009/12/muscles.gif

The most obvious function of the muscular system is

movement. Organisms have adopted a variety of methods to use the
contractile function of the muscular system to move through the
environment. The most basic movements of fish include contracting
muscles on opposite sides of the body in succession. This action
propels them through the water.
Nervous System
The nervous system monitors and coordinates internal organ function
and responds to changes in the external environment. The major structures
of the nervous system include the brain, spinal cord, and nerves.

The nervous system has two major parts: the central nervous system
(CNS) and the peripheral nervous system (PNS). The central system is the
primary command center for the body and is comprised of the brain and
spinal cord. The peripheral nervous system consists of a network of nerves
that connects the rest of the body to the CNS.
The two systems work together to collect information from inside the
body and from the environment outside it. The systems process the
collected information and then dispatch instructions to the rest of the body,
facilitating an appropriate response.
In most cases, the brain is the destination point for information
gathered by the rest of the nervous system. Once data arrives, the brain
sorts and files it before sending out any necessary commands.
The brain is divided into many different sections, including the
cerebrum and brain stem. These parts handle pieces of the brain’s overall
workload, including storing and retrieving memory and making body
movements smooth.
Although the brain is the control center, its job would not be possible
without the spinal cord, which is the major conduit for information traveling
between brain and body.
Peripheral system nerves branch from either the brain stem or the
spinal cord. Each nerve is connected to a particular area of the torso or
limbs and is responsible for communication to and from those regions.
The PNS can also be subdivided into smaller components: the somatic
and autonomic systems. The somatic involves parts of the body a person
can command at will, and the autonomic helps run involuntary functions
such as pumping blood. Information conveyed through the nervous
system moves along networks of cells called neurons. These neurons
can only send information one way. Those transmitting to
the brain are sensory neurons; those that transmit from the
brain are known as motor neurons.

The nervous system can suffer from several afflictions, including

cancer (e.g., brain tumors). Other problems include multiple sclerosis, in
which damaged nerves prevent signals from traveling along them, and
meningitis, which causes an inflammation of the membranes surrounding
the brain and spinal cord.

https://healthiack.com/encyclopedia/pictures-of-central-nervous-system

Reproductive System
The reproductive system enables the production of offspring through
sexual reproduction between a male and female. The system is comprised of
male and female reproductive organs and structures which produce sex
cells and ensure the growth and development of offspring. The major male
structures include the testes, scrotum, penis, vas deferens, and prostate.
The major female structures include the ovaries, uterus, vagina, and
mammary glands.
 Source: https://www.thoughtco.com/organ-systems-373571

Respiratory System

The respiratory system provides the body with oxygen via a gas
exchange between air from the outside environment and gases in the blood.
The major respiratory structures include the lungs, nose, trachea, and
bronchi.

https://www.superpharmacy.com.au/blog/supporting -your-

Every breath taken is

supplying life-giving oxygen to
the cells in the body and
every breath exhaled is
removing carbon dioxide gas
(Co2) from the body.
lungs
Carbon dioxide is the waste product of cellular metabolism
(normal cellular function). Blood containing oxygen is circulated
throughout the body for cellular function and the removal of carbon
dioxide is transported back to the lungs through the blood.
 Skeletal System
Human skeleton, the internal skeleton that serves as a
framework for the body. This framework consists of many individual bones
and cartilages. There also are bands of fibrous connective tissue—the
ligaments and the tendons—in intimate relationship with the parts of the
skeleton. This article is concerned primarily with the gross structure and
the function of the skeleton of the normal human adult.

The human skeleton, like that of other vertebrates, consists of

two principal subdivisions, each with origins distinct from the others and
each presenting certain individual features. These are (1) the axial,
comprising the vertebral column—the spine—and much of the skull, and (2)
the appendicular, to which the pelvic (hip) and pectoral (shoulder) girdles
and the bones and cartilages of the limbs belong. Discussed in this article
as part of the axial skeleton is a third subdivision, the visceral, comprising
the lower jaw, some elements of the upper jaw, and the branchial arches,
including the hyoid bone.

https://www.britannica.com/science/human-skeleton

Urinary Excretory System

The urinary excretory System removes wastes and maintains water
balance in the body. Other aspects of its function include regulating
electrolytes in body fluids and maintaining normal pH of the blood. The
major structures of the urinary excretory system include the kidneys,
urinary bladder, urethra, and ureters.
The excretory system consists of organs which remove metabolic
wastes and toxins from the body. In humans, this includes the removal of
urea from the bloodstream and other wastes produced by the body. The
removal of urea happens in the kidneys, while solid wastes are expelled
from the large intestine.
The excretory system in humans consists mainly of the kidneys and
bladder. The kidneys filter urea and other waste products from the blood,
which are then added to the urine within the bladder. Other organs, such as
the liver, process toxins but put their wastes back into the blood. It is up to
the kidneys to filter the blood so that toxic
substances do not accumulate.

https://biologydictionary.net/excretory-system
III. Accompanying DepEd Textbook and Educational Sites
DepEd Learning Materials, Bernas, V.S etc. (2015). Exploring the
Realms of Science 8. JO-ES Publishing House, Inc., pp.1165-168.

IV. Activity Proper

Activity 1. CHOOSE THE BEST!

Directions: Read the following questions and choose the letter of the
correct answer. Write the answers on the space provide before the number.
________ 1. The organ system that monitors and coordinates internal organ
function and responds to changes in the external environment.
a. Nervous c. Integumentary e. Digestive
b. Muscular d. Endocrine

________ 2. The system that forms the external covering of the body and
protects it from many threats such as infection, desiccation, abrasion,
chemical assault, and radiation damage.
a. Nervous c. Integumentary e. Digestive
b. Muscular d. Endocrine

________ 3. A system that acts through chemical messengers called

hormones that influence growth, development, and metabolic activities.
 a. Nervous c. Integumentary e. Digestive
b. Muscular d. Endocrine

_______ 4. A system that breaks down food polymers into smaller molecules
to provide energy for the body.
a. Nervous c. Integumentary e. Digestive
b. Muscular d. Endocrine

_______ 5. Responsible for movement.

a. Nervous c. Integumentary e. Digestive
b. Muscular d. Endocrine
_______ 6. Serves as a framework for the body.
a. Respiratory c. Integumentary e. Skeletal
b. Muscular d. Endocrine
_______ 7. Provides the body with oxygen via a gas exchange between air
from the outside environment and gases in the blood.
a. Respiratory c. Integumentary e. Skeletal
b. Muscular d. Endocrine

________ 8. A system enables the production of offspring through sexual

reproduction between a male and female.
a. Respiratory c. Reproductive e. Skeletal
b. Muscular d. Endocrine

________ 9. A system that transport nutrients and gasses to cells and tissues
throughout the body.
a. Respiratory c. Reproductive e. Skeletal
b. Muscular d. Circulatory

________ 10. System that removes wastes and maintains water balance in
the body.
a. Respiratory c. Reproductive e. Skeletal
b. Urinary d. Circulatory

__________ 11. Two major types of glands in human body.

__________ 12.
__________ 13. The three major structures of the nervous system.
__________ 14.
__________ 15.

Activity 2. FINDING THE SYSTEMS!

Directions: Complete the table by listing the organ system, major organs
that make up the organ system and their general/ unique functions and
characteristics.
 Organ System Major Organs/Parts Functions

V. Reflection

I have learned that

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

I have realized that

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

I will apply what I’ve learned in this topic….

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

VI. Answer Key

REFLECTIONS
Student’s answer
may vary
References:
Copyright © 2020 BBC. Levels of organization. Accessed on October 1,
2020.
https://www.bbc.co.uk/bitesize/guides/zgcxsbk/revision/1

Bailey, Regina. "Learn About All the Different Organ Systems in

the Human Body." ThoughtCo, Aug. 28, 2020,
https://www.thoughtco.com/organ-systems-373571

BD Editors, Muscular System. Last update: June 19, 2019.

Accessed on October 1, 2020.
https://biologydictionary.net/muscular-system/
© 2005-2020 Healthline Media a Red Ventures Company. Last
medically reviewed on February 5, 2018. Nervous System. Accessed on
October 1, 2020. https://www.healthline.com/human-body-
maps/nervoussystem#1

© 2016 WebMD, LLC. All rights reserved. Last updated on November

02, 2016. Accessed on October 1, 2020.
https://www.webmd.com/lung/how-we-breathe

Naturopath, Supporting your lungs, May 13, 2020, Access on

October 2, 2020,
https://www.superpharmacy.com.au/blog/supporting-yourlungs

Warren Andrew, ©2020 Encyclopædia Britannica, Inc. Human skeleton,

Accessed on October 3, 2020.
https://www.britannica.com/science/human-skeleton ,

BD Editors, Biology Dictionary, Excretory System, Last Updated

28, 2020, Accessed on October 3, 2020.
https://biologydictionary.net/excretory-system/

PREPARED BY:

RODEL A. AZARES
SHS-TEACHER
11
SENIOR
SENIOR HIGH
HIGH SCHOOL
SCHOOL

Activity Sheet in
Earth and Life Science
(Introduction to Life Science)

Quarter 2 – MELC 6
EVOLUTION AND SYSTEMATICS
 Quarter 2, Week 6

Learning Activity Sheets (LAS) No.7

Name of Learner: ________________________________________________________

Grade and Section: _________________________ Date: ______________

Learning Activity Sheets in Earth and Life Science 11

(Evolution and its Impacts to Species Modification and Diversity)

I. Learning Competency
Explain how populations of organisms have changed and continue to
change over time showing patterns of descent with modification from
common ancestors to produce the organismal diversity observed today
(S11/12LT-IVfg-26)

Specific objectives
a. Identify the mechanism of evolutionary change among organisms
Yes, Rian! I
leading to are
John, modification and diversity. always hear our
you familiar
b. Explainof the
how organisms change over time showing descent
teacher mentionwith
modification
phrase from common ancestors. that statement
“Survival of especially during
c. Relate the importance of mechanisms of evolution to our organismal
class on
diversity and survival. evolution topic.

Well, I have read

II. Background Information
about it in a book and for Learners
it says, “preservation of What do you
favored races in the
struggle of life .” I think is the
guess it has something meaning of that
to do with Darwin’s statement?
Natural selection, and
adaptation as well.
Wow! That is not
Indeed, John. only applicable to
evolution, but it is
also relevant to
how we live our
life!
Hello! I am teacher Paul! Our topic for
today is very interesting as we are going to
tackle how organisms from the past have
changed and evolved to the present
organisms we know today.

Before we proceed, let me ask you

this essential question:
HOW DOES HEREDITY AND
ENVIRONMENT FAVORED DESCENT
WITH MODIFICATION FROM
COMMON ANCESTOR TO PRODUCE
THE ORGANISMAL DIVERSITY
OBSERVED TODAY?
 Rice is the staple food in the Philippines. There are various types of
rice in the country, and Filipinos call them by local names such as ganador,
denorado, sinandomeng, and angelica. These are some of the different
varieties of the rice plant with the scientific name Oryza sativa, yet they all
differ. What do these differences imply? It means that human intervention
can change the organism into a different or improved organism. Human
intervention includes choosing specific traits mixed with other selected
species. However, all organisms can change naturally through a long period
of time even without human intervention. This change through time is
called evolution, the process by which modern organisms have descended
from ancient organisms.
The basic idea of biological evolution is that populations and species of
organisms change over time. Today, when we think of evolution, we are
likely to link this idea with one specific person: the British naturalist
Charles Darwin.
In the 1850s, Darwin wrote an influential and controversial book
called On the Origin of Species by Means of Natural Selection. In it, he
proposed that species evolve (or, as he put it, undergo "descent with
modification") and that all living things can trace their descent to a common
ancestor.

Evolution
Darwin proposed that species can
change over time, that new species come
from pre-existing species, and that all
species share a common ancestor. In this
model, each species has its own unique
set of heritable (genetic) differences from
the common ancestor, which have
accumulated gradually over very long
time periods. Repeated branching events,
in which new species split off from a
common ancestor, produce a multi -level
"tree" that links all living organisms. He
referred to this process, in which groups

Tree of Life showing that different organisms have a c

Image retrieved from https://bethbuddenteacher.files
.wordpress.com/2015/01/normal_tree_of_life.jpg
of organisms change in their heritable traits over generations, as “descent
with modification." Today, we call it evolution.

A. Natural Selection

Importantly, Darwin did not just propose that organisms evolved. He

also proposed a mechanism for evolution: natural selection. This
mechanism was elegant and logical, and it explained how populations
could evolve (undergo descent with modification) in such a way that they
became better suited to their environments over time.
Darwin's concept of natural selection was based on several key
observations:
• Traits are often heritable. In living organisms, many characteristics are
inherited, or passed from parent to offspring. (Darwin knew this was
the case, even though he did not know that traits were inherited via
genes.)

Image retrieved from https://www.khanacademy.org/science/ap-

biology/naturalselection/natural-selection-ap/a/darwin-evolution-natural-selection

• More offspring are produced than can survive. Organisms are capable
of producing more offspring than their environments can support.
Thus, there is competition for limited resources in each generation.
 Image retrieved from https://www.khanacademy.org/science/ap-
biology/naturalselection/natural-selection-ap/a/darwin-evolution-natural-selection

• Offspring vary in their heritable traits. The offspring in any generation

will be slightly different from one another in their traits (color, size,
shape, etc.), and many of these features will be heritable.
 Image retrieved from https://www.khanacademy.org/science/ap-
biology/naturalselection/natural-selection-ap/a/darwin-evolution-natural-selection

Based on these simple observations, Darwin concluded the following:

• In a population, some individuals will have inherited traits that help them
survive and reproduce (given the conditions of the environment, such as
the predators and food sources present). The individuals with the helpful
traits will leave more offspring in the next generation than their peers
since the traits make them more effective at surviving and reproducing.
• Because the helpful traits are heritable, and because organisms with
these traits leave more offspring, the traits will tend to become more
common (present in a larger fraction of the population) in the next
generation.
• Over generations, the population will become adapted to its environment
(as individuals with traits helpful in that environment have consistently
greater reproductive success than their peers).

Other Mechanism of Change

B. Mutations
Evolution by mutation occurs whenever a mistake in the DNA occurs in
the heritable cells of an organism. Mutations occur at random in the
genome, but mutations of large effect are often so bad for the organism that
the organism dies as it develops, so mutations of smaller effect or even
neutral mutations are theoretically more common in a population. Because
mutation rates are low relative to population growth in most species,
mutation alone does not have much of an effect on evolution. But mutation
combined with one of the other mechanisms of evolution, can result in
meaningful changes in allele frequencies in a population.

C. Gene flow (Migration)

Gene flow — also called migration — is any movement of individuals,
and/or the genetic material they carry, from one population to another.
Gene flow includes lots of different kinds of events, such as pollen being
blown to a new destination or people moving to new cities or countries. This
variable flow of individuals in and out of the group not only changes the gene
structure of the population but can also introduce new genetic variation to
populations in different geological locations and habitats.

D. Genetic Drift
Genetic drift is the term biologists use to describe the gradual loss of
certain genes from a species–genes that may have been very important for
that species’ survival. In each generation, some individuals may, just by
chance, leave behind a few more descendants (and genes) than other
individuals. The genes of the next generation will be the genes of the “lucky”
individuals, not necessarily the healthier or “better” individuals. That, in a
nutshell, is genetic drift. It happens to all populations—there is no avoiding
the off chance.

E. Artificial Selection

Long before Darwin and

Wallace, farmers and breeders were
using the idea of selection to cause
major changes in the
features of their plants and animals
over the course of
decades. Farmers and breeders
allowed only the plants and
animals with desirable
characteristics to reproduce,
causing the evolution of farm stock.
This process is called artificial
selection because people (instead of
nature) select which organisms get
to reproduce.

As shown on the side, farmers

have cultivated numerous popular
crops from the wild mustard by
artificially selecting for
certain attributes.
Image retrieved from
http://rajinfosolution.com/vendor/RajInfo/
attributes. Output/01-Jan/25-01-
14/Discover%20Biology%20Fifth
%20Edition/Ch_01-03.htm
 III. Accompanying DepEd Textbook and Educational Sites
DepEd Learning Materials, Bernas, V.S etc. (2015). Exploring the
Realms of Science 9. JO-ES Publishing House, Inc., pp.118-195

IV. Activity Proper

Activity 1. CHOOSE THE BEST!

Directions: Read the following questions and choose the letter of the correct
answer. Write our answer on the space provided before the number.

_________ 1. Evolution is often described as "the theme that ties together all
aspects of biology." This is because the process of evolution...
a. explains how organisms become adapted to their environment.
b. explains the diversity of organisms.
c. explains why all organisms have characteristics in common.
d. explains why distantly related organisms sometimes resemble one
another.
e. all of the above are appropriate answers.

________ 2. Which of the following is NOT an example of evolution?

a. Beak size in a population of birds becomes larger from one
generation to the next because larger beaked birds had higher
reproductive success and passed the trait to their offspring.
b. Over long periods of time, whales gradually lost their hindlimbs.
c. When traveling to high altitude, human physiology changes to
accommodate lower oxygen levels.
d. All the above are examples of evolution.

________ 3. Evolution occurs when...

a. individuals in a population change over time in response to the
environment.
b. the average value of trait in a population changes from one
generation to the next
c. a and b are both correct.
d. Neither a nor b is correct

________ 4. Cattle breeders have improved the quality of meat over the years
by which process?
a. artificial selection. c. gene flow
b. natural selection. d. genetic drift

________ 5. A biologist studied a population of squirrels for 15 years. During

that time, the population was never fewer than 30 squirrels and never more
than 45. Her data showed that over half of the squirrels born did not survive
to reproduce, because of competition for food and predation. In a single
generation, 90% of the squirrels that were born lived to reproduce, and the
population increased to 80. Which inference(s) about this population might be
true?
a. The amount of available food may have increased.
b. The number of predators may have decreased.
c. The squirrels of subsequent generations should show greater levels of
genetic variation than previous generations because squirrels that
would not have survived in the past will now survive.
d. All of the above

________ 6. During drought years in the Galapagos (an island Ecuador), small,
easily eaten seeds become rare, leaving mostly large, hard-cased seeds that
only birds with large beaks can eat. If a drought persists for several years,
what should one expect to result from natural selection?
a. Small birds gaining larger beaks by exercising their mouth parts.
b. More small-beaked birds dying than larger-beaked birds. The
offspring produced in subsequent generations have a higher
percentage of birds with large beaks.
c. Small birds anticipating the long drought and eating more to gain
weight and, consequently, growing larger beaks.
d. Larger birds eating less so smaller birds can survive.

________ 7. Which of these evolutionary agents is most consistent at causing

populations to become better suited to their environments over the course of
generations?
a. Mutation c. Natural selection
b. Gene flow d. Genetic drift

________ 8. On the tree of life, the branch leading to animals is closer to fungi
than it is to the branch leading to land plants. Which of the following
statements is incorrect?

a. Animals and land plants are more closely related to each other than
either is to fungi.
b. Animals and plants have a common ancestor.
c. Fungi and animals do have a common ancestor.
d. Animals and fungi are more closely related to each other than
animals are to land plants

________ 9. Claytonia virginica is a woodland spring herb with flowers that vary
from white to pale pink to bright pink. Slugs prefer to eat pink-flowering over
white-flowering plants (due to chemical differences between the two), and
plants experiencing severe herbivory were more likely to die. The bees that
pollinate this plant prefer also pink to white flowers, so that Claytonia with
pink flowers have greater relative fruit set (reproductive success) than
Claytonia with white flowers. A researcher observes that the percentage of
different flower colors remains stable in the study population from year to
year. If the researcher removes all slugs from the study population, what
would you expect to happen to the distribution of flower colors in the
population over time?
 a. The distribution of flower colors should not change.
b. The percentage of white flowers should increase over time.
c. The percentage of pink flowers should increase over time.
d. The distribution of flower colors should randomly fluctuate over time

The following question refers to the evolutionary tree shown below.

The tree's horizontal axis is a timeline that extends from 100,000 years ago to
the present; the vertical axis represents nothing. The labeled branch points on
the tree (V–Z) represent various common ancestors. Let's say that only in the
last 50,000 years ago has there been enough variation between the lineages
depicted here to separate them into distinct species, and only the tips of the
lineages on this tree represent distinct species.

________ 10. Which of the five common ancestors, labeled V–Z, has given rise
to the greatest number of species, both extant (still present, surviving species)
and extinct (no longer existing)?

a. V b. W c. X d. Z

Activity 2. SURVIVAL OF THE FITTEST

Directions: Study and analyze the image below. The eagle is the predator
while the mice are the prey. Observe the color of the two populations of
mice. One is white and the other is black.
Image retrieved from https://www.dummies.com/education/science/biology/how-to-
definebiological-evolution/
 Guide Questions:
1. What did you notice with the population of white mice as you move from
image a to c? What have caused this decline in the population of white
mice?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. Which of the two populations of mice is well-adapted to their environment?

What adaptive characteristics do they possess?
Adaptation is any characteristic that increases fitness. Fitness is the ability to
survive and reproduce.
___________________________________________________________________________
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3. How would you compare the fitness of the white mice with that of the black
mice?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

4. In what way does the environment select one population of mice to survive
and reproduce?
___________________________________________________________________________
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___________________________________________________________________________
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5. Why does the predator select white mice over black mice for food?
___________________________________________________________________________
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6. If the process of natural selection continues, what might be the color of
the population of mice would you expect to see in the environment?
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__

V. Reflection

I have learned that

___________________________________________________________________________
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I have realized that

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

I will apply what I’ve learned in this topic….

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

VI. Answer Key

ANSWER KEY

REFLECTIONS
Student’s answer
may vary
References:
Bayo-ang, Roly B. et al. 2016. Earth and Life Science for Senior High School.
Quezon City: Educational Resources Corporation.

“Biological Principles: Other Mechanisms of Evolution”. Georgia Tech

Biology.
http://bioprinciples.biosci.gatech.edu/module-1-
evolution/neutralmechanisms-of-evolution/

“Gene Flow & Mutations”. Biology.

https://bio.libretexts.org/Bookshelves/Introductory_and_General_Biology/
Boo k
%3A_General_Biology_(Boundless)/19%3A_The_Evolution_of_Populations/1
9.
2%3A_Population_Genetics/19.2C%3A_Gene_Flow_and_Mutation
Mangali, Glen R. & Oliva, Mylene D.G. DIWA Senior High School Series:
Earth and Life Science. Makati City: Diwa Learning Systems Inc., 2016.
Navarette, Bonifacio Jr. V. & Ochoco, Shiela Marie A. Discover Science:
Biology. Makati City: Diwa Learning Systems Inc., 2012.
https://bethbuddenteacher.files.wordpress.com/2015/01/normal_tree_of_li
fe.jpg
https://www.khanacademy.org/science/ap-
biology/naturalselection/natural- selection-ap/a/darwin-evolution-natural-
selection
http://scienceteachingarticles.blogspot.com/2015/02/genetic-drift.html
https://www.spectrumnews.org/news/genetics-spontaneous-mutations-
leadto-mental-retardation/
http://rajinfosolution.com/vendor/RajInfo/Output/01-Jan/25-
0114/Discover%20Biology%20Fifth%20Edition/Ch_01-03.htm
https://www.dummies.com/education/science/biology/how-to-
definebiological-evolution/
 PREPARED BY:

RODEL A. AZARES
SHS-TEACHER