Republic of the Philippines

DEPARTMENT OF EDUCATION
Region I
SCHOOLS DIVISION OFFICE URDANETA CITY
URDANETA CITY NATIONAL HIGH SCHOOL
Senior High School
Urdaneta City, Pangasinan

Name : ______________________________ Grade & Section: ____________

Date : ______________________________

STUDENT ACTIVITY WORKSHEET

QUARTER 3 – Week 1

Subject Area and Grade Level: General Biology 2 (Grade 12)

Learning Competencies:
 Outline the processes involved in genetic engineering (STEM_BIO11/12-Id-f-6)
 Discuss the applications of recombinant DNA (STEM_BIO11/12-Id-f-7)

Subject Matter: Recombinant DNA

References:

BiologyExams4u. Steps in Recombinant DNA technology or rDNA technology.

YouTube, 17 October 2013, https://www.youtube.com/watch?v=ZW9zPdb_Bs0

Byjus the Learning App (n.d.) “Recombinant DNA Technology Process.”

Accessed August 26, 2020. https://byjus.com/biology/recombinant-dna-
technology-process/

Toppr (n.d.) “Processes of Recombinant DNA Technology.” Accessed August 26, 2020.
https://www.toppr.com/guides/biology/biotechnology-principles-and-
process/processes-of-recombinant-dna-technology/

Points to Remember

Recombinant DNA (rDNA) technology refers to the process of joining DNA molecules from two
different sources, which can be from similar or different organisms, and inserting them into a host
organism, to generate products which can be beneficial for humans. This process involves different
steps which have to proceed in a specific sequence to produce the desired product. (Toppr, 2020,
para. 1) Different products were made available now for human use due to this technology which
includes production of humulin which is designed to help people suffering from diabetes.

Introduction

Recombinant DNA technology is a technique that causes changes in the physical appearance of an
organism (host) when a genetically modified vector is introduced and incorporated into its genome.
The process includes introducing a foreign fragment of DNA (containing the desired gene) into the
genome of the organism. The particular gene that is introduced is referred to as the recombinant
gene and the technique is known as the recombinant DNA technology. Inserting the gene of interest
into the genome of the host is not as simple as it may seem. Creating a recombinant DNA involves a
series of sequential steps which are presented in the activities that follow. (Byjus, 2020, para. 1)

1
Activity 1. Word Hunt!

Directions/Instructions: Below are words commonly associated with Recombinant DNA Technology.
Let us have a warm up by hunting each word in the wordbank provided below. The words are
positioned horizontally. Some are normally arranged, while other words were arranged in reverse.
Mark the words you find by encircling it with a light-colored pen. After which, try to acquaint
yourself about those words, by proceeding to Activity 2.

ASSOCIATED WORDS
restriction enzymes plasmid exonucleases
ligases bacteriophages insulin
vectors genome dna cloning
werner arber endonucleases gene therapy
recombinant host transgenic

N L N O I T A T P A L P M I E G P S W N
S H G N D N A C L O N I N G M E L C E T
E R W B M X Y C A Q V W S Z A N U I X H
N K E J T R A N S G E N I C T E R H O E
E K S Q P E B C M L H N A B F T I T N R
G N I S E S A G I L T C T S O H P E U A
R A S L C U N L D E C C I T A E O S C P
T V E C H C J S L L E C M E T R T O L E
I O S E N W V V M B H P J S T A E M E U
A H A H T B Y E B K F H F M F P N A A T
Q R E S T R I C T I O N E N Z Y M E S E
X O L S D L S T C I H T E O I B E I E C
G L C C S C L O C Q J H F G D M M C S C
O A U I U T A R X B M M O E P E B C K L
T G N N E L P S C B X D I N S U L I N O
K R O E L F T N C M J Z M O F R Y L H N
H J D G C H V N H A R P C M L A O L Y N
P Q N U U X W N R E B A R E N R E W Z N
V Q E E N E T I C D I A G N O S I S Y G
J P U B J S E G A H P O I R E T C A B Q

How did you fare in the activity? Did you find all the words? If yes, you are a good hunter. In the next
activity, you will find out what these words are, in relation to our lesson about Recombinant DNA
Technology.

2
Activity 2. Watch and Learn!

Directions/Instructions: Watch the video entitled “Steps in Recombinant DNA technology or rDNA
technology” by BiologyExams4u with the link https://www.youtube.com/watch?v=ZW9zPdb_Bs0. After which, try
to accomplish the task that follows.

The diagram below shows the different steps in the Recombinant DNA Technology. Using the
diagram, answer the assessment quiz (adopted from quizbiology.com) that follows. Mark your
answer by encircling the letter of your choice.

Photo Credits to quizbiology.com

3
 QUESTIONS

1. The first step in rDNA technology, labeled 1 is:

a. Isolation of gene of interest c. transformation
b. Identification and isolation of donor gene d. selection of donor gene

2. It is double stranded, self-replicating circular DNA molecule present in bacteria which is

widely used as a gene cloning vector. The structure labeled 2 in the figure is:
a. Cosmid b. bacterial genome c. phagemid d. plasmid

3. These enzymes are called molecular scissors which is essential for making internal cuts in a
DNA molecule or vector at specific sites. The enzyme used in making cuts in a vector, which
is labeled 3 in the figure is:
a. Restriction endonuclease c. polynucleotide kinase
b. Restriction exonuclease d. nuclease

4. The cut by the enzyme in the vector (labeled 4) creates single stranded unpaired regions of
DNA. This type of cut pattern is called:
a. Even cut b. loose cut c. staggered cut d. blunt end

5. The 5’GAATTC 3’ is a restriction site of a widely used restriction enzyme which produces
sticku ends. The enzyme is:
a. Bam H1 b. Hind III c. Eco R1 d. Hind II

6. In the figure labeled 6, the DNA strand is the:

a. Gene of interest with sticky ends c. rDNA
b. Gene of interest with blunt ends d. chimeric DNA

7. This enzyme is called as molecular glue which is used to join two DNA strands by forming
phosphodiester bonds. The joining enzyme labeled 7 is:
a. Restriction enzyme type 1 c. ligase
b. Terminal transferase d. lyase

8. The vector (plasmid) with foreign gene inserted is called (labeled 8)

a. Recombinant DNA b. chimeric DNA c. cp DNA d. both a and b

9. The figure labeled 9 is the process of introducing recombinant vector into a suitable host like
bacterium. The process is called:
a. Conjugation b. transformation c. transduction d. incorporation

10. In the figure, 10a and 10b are processes that lead to the formation of protein product
encoded by the gene of interest. 10a and 10b are:
a. Replication and transcription c. transcription and transformation
b. Transcription and transformation d. replication and transformation

11. A DNA molecule used as a vehicle to artificially carry foreign genetic material into another
cell, where it can be replicated and/or expressed.
a. Host b. vectors c. transgenic d. insulin
12. The complete set of genes or genetic material present in a cell or organism.
a. Host b. vectors c. genome d. cloning

4
Activity 3. Tell a Story!

Directions/Instructions: Humulin is a hormone structurally identical to human insulin synthesized

through rDNA technology in a special non-disease-producing laboratory strain of Escherichia
coli bacteria. It was produced to help patients with diabetes to effectively utilize carbohydrates,
proteins and fats. It is one of the earliest products of Recombinant DNA Technology which are
used by humans for medicinal purposes.

The diagram below shows the steps on how humulin is produced using Recombinant DNA
Technology. Your task is to describe the steps in the production of humulin in the form of story
telling. You may begin your story with the phrase “Once upon a time.” After discussing humulin
production, end your story by citing other products of recombinant DNA technology which are
already available to humans for use. Write your answers on the spaces provided below. Enjoy!

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

5
 STUDENT ACTIVITY WORKSHEET
QUARTER 3 – Week 2

Subject Area and Grade Level: General Biology 2 (Grade 12)

Learning Competencies:
 Describe general features of the history of life on Earth, including generally accepted dates
and sequence of the geologic time scale and characteristics of major groups of organisms
present during these time periods (STEM_BIO11/12-IIIc-g-8)
 Explain the mechanisms that produce change in populations from generation to generation
(e.g., artificial selection, natural selection, genetic drift, mutation, recombination)
STEM_BIO11/12-IIIc-g-9

Subject Matter: Relevance, Mechanisms, Evidence/Bases, and Theories of Evolution

References:

PBS Eons. A Brief History of Geologic Time. YouTube, 2017 November 7,

https://www.youtube.com/watch?v=rWp5ZpJAIAE

Thinglink. Geologic Time Scale. Accessed 2021 January 8,

https://www.thinglink.com/scene/851089357732315136

Encyclopædia Britannica, Inc. (2020) “Geologic time.” Accessed August

28,2020. https://www.britannica.com/science/Grand-Canyon-Series

Points to Remember

The geologic time scale is considered the “calendar” for events in Earth history. It subdivides
all time into abstract units called eons, eras, periods, epochs, and ages. Living things play important
roles in the development of geologic time scales. Particular kinds of organisms are characteristic of
particular parts of the geologic record. Organisms have also undergone evolutionary changes over
geologic time through mechanisms that produce change in populations from generation to
generation. (Encyclopedia Britannica, 2020)

Introduction

Life began on Earth at least 3.5 to 4 billion years ago. At first, all living things on Earth were simple,
single-celled organisms. After which, the first multicellular organisms evolved, and
Earth’s biodiversity greatly increased since then. The diversity of life on Earth today is the considered
to be the result of evolution. By correlating the strata in which certain types of fossils are found, the
geologic history of various regions and of Earth as a whole—was reconstructed. In this lesson,
timelines will be considered to look at the development of organisms through time. Mechanisms of
producing earth’s biodiversity follow.

Activity 1. It’s About Time!

Directions/Instructions: Access the diagram of the Geological Time Scale at

https://www.thinglink.com/scene/851089357732315136. Take note of important details from the
diagram. Then, watch the YouTube video entitled “A Brief History of Geologic Time” with the link
https://www.youtube.com/watch?v=rWp5ZpJAIAE. After which, answer the questions that are
found in Task A and B to check your knowledge about the topic.

6
Match the vocabulary words with the proper definition.

VOCABULARY WORDS

a. absolute dating e. fossil record i. oxygen catastrophe

b. endosymbiotic theory f. geologic time scale j. photosynthesis
c. extinction g. molecular clock k. relative dating
d. fossil h. Last Universal l. RNA world hypothesis
Common Ancestor

DEFINITIONS

_____ 1. the preserved remains or traces of organisms that lived in the past
_____ 2. divides Earth’s history into divisions that are based on major changes in geology,
climate, and the evolution of life
_____ 3. uses DNA sequences to estimate how long it has been since related species
diverged
_____ 4. explains how the first eukaryotic cells probably evolved
_____ 5. says that early life was based solely on RNA
_____ 6. occurs when a species completely dies out
_____ 7. process in which organisms could use sunlight to make food from carbon dioxide
and water
_____ 8. determines about how long ago a fossil organism lived
_____ 9. when oxygen started to accumulate in the atmosphere
_____ 10. has provided lots of information about the history of life on Earth
_____ 11. determines which of two fossils is older or younger than the other
_____ 12. the one early cell that eventually gave rise to all subsequent life on Earth

Activity 2. Let’s Talk More About Time!

Directions/Instructions: Following the same instructions in Activity 1, answer the questions in the
spaces provided.

1. Explain the relationships among eons, eras, epochs, and periods of the geologic time scale.
________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. Match the description with the appropriate subdivision of the geologic time scale. Use each term
once.

____ Hadean, Archaean, and Proterozoic A. Paleozoic

____ Triassic, Jurassic, and Cretaceous B. Cenozoic
____ Tertiary and Quaternary C. Precambrian
____ Cambrian,Ordovician, Silurian, D.Mesozoic
Devonian, Carboniferous, and Permian

3. How did scientists account for fossils and other geological evidence as they developed the
geologic time scale? _________________________________________________
_____________________________________________________________________
_____________________________________________________________________

7
4. Choose at least two organisms which existed in the following eras and name some of their
characteristics.

Precambrian Era: _______________________________________________________

_______________________________________________________
_______________________________________________________

Paleozoic Era: __________________________________________________________

_______________________________________________________
_______________________________________________________

Mesozoic Era: __________________________________________________________

_______________________________________________________
_______________________________________________________

Cenozoic Era: __________________________________________________________

_______________________________________________________
_______________________________________________________

5. What do you observe as regards the characteristics of organisms which developed from the
earliest times to our present time? Can you say that it followed the “simple to complex” flow of
development? If yes, what do you think contributed to this?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Activity 3. Change is Coming!

Directions/Instructions: Much of diversity of life on Earth is attributed to evolution. Evolution is

responsible for both the remarkable similarities we see across all life and the amazing diversity of
that life. However, one question many consider is how does it work exactly? Fundamental to the
process is genetic variation upon which selective forces can act in order for evolution to occur. This
section examines the mechanisms of evolution namely: artificial selection, natural selection, genetic
drift, mutation, and recombination. Explore the resources provided below (article and videos) and
accomplish the tasks that follow.

Topics Links
Mechanisms: the processes of https://evolution.berkeley.edu/evolibrary/article/evo_14
evolution
Natural Selection vs Artificial Selection: https://www.youtube.com/watch?v=9hzWbTpxME8
Mechanisms of Evolution
Mechanisms of evolution https://www.youtube.com/watch?v=oDQf4XVJ8Pg&t=123s
Evolution 2: Allele Frequency, https://www.youtube.com/watch?v=pK5G-vh56KQ
Mutations and Recombinations

8
Task A. Fill Me: Complete the table with the desired information

Examples of Situations
Mechanism Definition
where the process can be observed

Artificial Selection

Natural Selection

Genetic Drift

Mutation

Recombination

Task B. Test Your Invention Skills: If you will be given the capacity to create a new species or variety
of an organism through artificial selection, what would it be and why? Name and draw the organism
in the space below, and give a short description of its characteristics.

Name of the Organism: ________________________________________________

Interesting Features: __________________________________________________
__________________________________________________
__________________________________________________

9
 STUDENT ACTIVITY WORKSHEET
QUARTER 3 – Week 3 and 4

Subject Area and Grade Level: General Biology 2 (Grade 12)

Quarter 3: Weeks 3 and 4
Learning Competencies:
 Show patterns of descent with modification from common ancestors to produce the
organismal diversity observed today (STEM_BIO11/12-IIIc-g-10)
 Trace the development of evolutionary thought (STEM_BIO11/12-IIIc-g-11)
 Explain evidences of evolution (e.g., biogeography, fossil record, DNA/protein sequences,
homology, and embryology) (STEM_BIO11/12-IIIc-g-12)
 Infer evolutionary relationships among organisms using the evidence of evolution
(STEM_BIO11/12-IIIc-g-13)

Subject Matter: Relevance, Mechanisms, Evidence/Bases, and Theories of Evolution

References:

New Scientist Ltd. Introduction: Evolution. Accessed 2021 January 11,

https://www.newscientist.com/article/dn9953-introduction-evolution/#:

Understanding Evolution. 2021. University of California Museum of Paleontology. 11

January 2021. http://evolution.berkeley.edu/.

Open Learn. A brief history of evolution. Accessed 11 January 2021.

https://www.open.edu/ brief-history-evolution

Dauray James. Evidences of Evolution Worksheets. Accessed 11 January 2021.

http://www.docstoc.com/profile/jamesdauray

CK12 Foundation. Chapter 10 The Theory of Evolution Worksheets. Accessed 11

January 2021. www.ck12.org

Points to Remember

Biological evolution is defined as descent with modification. This definition encompasses small-scale
evolution such as changes in gene in a population from one generation to the next and large-scale
evolution like the descent of different species from a common ancestor over many generations.
Through the process of descent with modification, the common ancestor of life on Earth gave rise to
the fantastic diversity that we see documented in the fossil record and around us today. Evolution
helps us to understand the history of life.

Introduction

The central idea of biological evolution is that all life on Earth shares a common ancestor, just as we
and our cousins share a common grandmother. Today evolution is the unifying force in modern
biology. It is an elegant and convincing explanation for the staggering diversity of Earth’s five million
or more living species. Evolution has several facets. The first as that all species are therefore related
via a vast tree of life. The second is that this evolution is driven by a process of natural selection or
the – “survival of the fittest.” In this activity, we will explore this biological thought and the
wonderful minds behind it.

10
Activity 1. Who art thou?

Directions/Instructions: Read the selection below entitled “A Brief History of Evolution.” It provides
brief details about how evolutionary thought developed from earlier times up to now with special
emphasis on Charles Darwin’s work. After which, answer the questions that follow.

A Brief History of Evolution

Evolutionary concepts first appeared in early Greek writings. However, evolutionary theories
were subsequently prevented from developing and challenging the belief of special creation
for some centuries, due to the restraining influence of the Church.

In the early 19th Century, the French naturalist Jean-Baptiste Lamarck presented a clearly
stated evolutionary theory. This theory, later known as 'The Inheritance of Acquired
Characteristics' was ridiculed at the time and thoroughly disproved in the 20th Century,
although it did contribute to the gradual acceptance of biological evolution as well as
stimulating later studies.

The founder of the modern theory of evolution was Charles Darwin. When Darwin was just
22 years old, he set sail on a scientific expedition on a ship called the HMS Beagle. He was
the naturalist on the voyage. He spent more than 3 years of the 5-year trip exploring nature
on distant continents and islands.

During the long voyage, Darwin made many observations that helped him form his theory of
evolution. For example:

 He visited tropical rainforests and other new habitats where he saw many plants and
animals he had never seen before. This impressed him with the great diversity of life.
 He experienced an earthquake that lifted the ocean floor 2.7 meters (9 feet) above sea
level. He also found rocks containing fossil sea shells in mountains high above sea level.
These observations suggested that continents and oceans had changed dramatically
over time and continue to change in dramatic ways.
 He visited rock ledges that had clearly once been beaches that had gradually built up
over time. This suggested that slow, steady processes also change Earth’s surface.
 He dug up fossils of gigantic extinct mammals, such as the ground sloth. This was hard
evidence that organisms looked very different in the past. It suggested that living things-
like Earth’s surface-change over time.

Darwin’s most important observations were made on the Galápagos Islands. This is a group
of 16 small volcanic islands 966 kilometers (600 miles) off the west coast of South America.
Individual Galápagos Islands differ from one another in important ways. Some are rocky and
dry. Others have better soil and more rainfall.

Darwin noticed that the plants and animals on the different islands also differed. For
example, the giant tortoises on one island had saddle-shaped shells, while those on another
island had dome-shaped shells. This started Darwin thinking about the origin of species. He
wondered how each island came to have its own type of tortoise.

The naturalist Alfred Wallace had also hit upon the idea of natural selection independently,
however, his view differed from Darwin’s, most notably in that he did not think that natural
selection was sufficient to account for the origin of man, but divine intervention had been
required. (End of the article)

11
Direction: Answer the questions based from the readings and other sources which you may use.
Write the letter of the your choice in your answer sheets.

1. ____________ developed the theory of evolution by natural selection.

a. Alfred Russel Wallace c. Jean Baptiste Lamarck
b. Charles Darwin d. Charles Lyell

2. The voyage of the Beagle circled the globe. This voyage lasted
a. 5 months. b. 2 years. c. 4 years. d. 5 years.

3. Aboard the Beagle, Darwin served as

a. a naturalist b. the captain. c. the captain’s officer. d. a doctor.

4. During the voyage of the Beagle, Darwin

a. experienced an earthquake that lifted the ocean floor 9 feet.
b. dug up fossils of gigantic extinct mammals.
c. saw many plants and animals he had never seen before.
d. all of the above

5. Where did Darwin make some of his most important observations that helped him develop his
theory?
a. England b. the Galápagos Islands c. South Africa d. South America

6. Who argued that human populations grow faster than the resources they depend on?
a. Thomas Malthus c. Jean Baptiste Lamarck
b. Charles Lyell d. Alfred Russel Wallace

7. One of the first scientists to propose that species change over time was
a. Charles Darwin. c. Jean Baptiste Lamarck
b. Charles Lyell d. Alfred Russel Wallace

8. Natural selection states that

a. a change in a species occurs over time.
b. nature selects the variations within a species that are most useful for survival.
c. fitness is an organism’s ability to survive and produce fertile offspring.
d. all of the above

9. British naturalist, Alfred Wallace co-developed the theory of natural selection and evolution with
Charles Darwin
a. Charles Darwin. c. Jean Baptiste Lamarck
b. Charles Lyell d. Alfred Russel Wallace

10. Contrary to Darwin’s idea, he believed that simple life forms continually came into existence
from dead matter and continually became more complex -- and more "perfect" -- as they
transformed into new species.
a. Thomas Malthus c. Jean Baptiste Lamarck
b. Charles Lyell d. Alfred Russel Wallace

12
Activity 2. Spot the difference!

A. Embryology. In this activity, we will look at examples of embryos of six organisms at earlier and
later stages of their development before they are born. Organisms that are closely related may
also have physical similarities before they are even born! Take a look at the six different embryos
in the picture on the next page and answer the questions below:

source: http://www.starlarvae.org/SL_graphics/embryo_comparisons.jpg

Guide Questions:

1. Look again at the six embryos in their earliest stages. Describe the patterns you see. What
physical similarities exist between each of the embryos?

2. Does this suggest an evolutionary relationship? Explain how these embryos can be used as
evidence of a common ancestor between each of these six organisms.

13
B. Fossil Record. When Charles Darwin first proposed the idea that all new species descend from
an ancestor, he performed an exhaustive amount of research to provide as much evidence as
possible. Today, the major pieces of evidence for this theory can be broken down into the fossil
record, embryology, comparative anatomy, and molecular biology.

In this activity, we will look at examples of fossils and try to understand how some scientists
studied it to look at how organisms evolved through time. The picture that follows is a series of
skulls and front leg fossils of organisms believed to be ancestors of the modern-day horse.

Guide Questions:

1. Give two similarities between each of the skulls that might lead to the conclusion that these
are all related species.
2. What is the biggest change in skull anatomy that occurred from the dawn horse to the
modern horse?
3. What is the biggest change in leg anatomy that occurred from the dawn horse to the
modern horse?

C. Comparative Anatomy. Shown on the next page are images of the skeletal structure of the front
limbs of six animals: human, horse, whale, turtle, frog, and bird. Each animal has a similar set of
bones. Similar bones were colored similarly. While looking at the images, answer the tasks
provided in the “Guide Questions” section.

Guide Questions/Responses:

1. For each animal, indicate what type of movement each limb is responsible for.

Animal Primary Functions

Human
Horse
Whale
Turtle
Frog
Bird

14
 Source: ib.bioninja.com.au

2. Compare the skeletal structure of each limb to the human arm. Relate the differences you see in
form to the differences in function.

Comparison to Human Arm in

Animal Comparison to Human Arm in Form
Function
Whale has a much shorter and thicker humerus, The whale fin needs to be longer to help in
radius, and ulna. Much longer metacarpals. movement through water. Thumbs are not
Human
Thumb has been shortened to a stub. necessary as the fins are not used for
grasping.

Horse

Whale

Turtle

Frog

Bird

Conclusion
1. Charles Darwin published his book On the Origin of Species in 1859. Of the different types of
evidence that you have examined, which do you think he relied upon the most, and why?
2. Given the amount of research and evidence available on evolution, why is it classified as a
theory?

15
 STUDENT ACTIVITY WORKSHEET
QUARTER 3 – Week 5 and 6

Subject Area and Grade Level: General Biology 2 (Grade 12)

Quarter 3: Weeks 5 and 6

Learning Competencies:
 explain how the structural and developmental characteristics and relatedness of DNA
sequences are used in classifying living things. (STEM_BIO11/12IIIhj-14)
 identify the unique/distinctive characteristics of a specific taxon relative to other taxa.
(STEM_BIO11/12IIIhj-15)
 describe species diversity and cladistics, including the types of evidence and procedures that
can be used to establish evolutionary relationships. (STEM_BIO11/12IIIhj-16)

Subject Matter: Relevance, Mechanisms, Evidence/Bases, and Theories of Evolution

References: 1. https://flexbooks.ck12.org/cbook/ck-12-middle-school-life-science-
2.0/section/4.12/primary/lesson/timeline-of-evolution-ms-ls
2. http://voyagesthroughtime.org/origin/index.html
3. https://cpb-use1.wpmucdn.com/cobblearning.net/dist/9/3511/files/2017/03/
Cladogram-Worksheet-Practice-KEY.pdf?
4. http://www.thecephalopodpage.org/taxa.php
5. https://biologydictionary.net/taxonomy/
6. http://labsci.stanford.edu/images/Taxonomy-T.pdf

Points to Remember

Major Taxonomic Categories

There are 7 major categories, namely the kingdom, phylum, class, order, family, genus and species.

Species

Species is a group of actually or potentially inbreeding population reproductively isolated from other
such groups. It is the lowest taxonomic characteristics. It consists of individuals which have fundamental
similarities and can be distinguished from other closely related species due to distinct morphological
characters. For example, term ‘indica’ in Mangifera indica represent the specific epithet, whereas the
first term Mangifera represent another higher level of taxon called genus. Each genus may have one or
more than one specific epithet representing different organism for example genus Panthera can
have Leo as one specific epithet representing lion and Tigris as another specific epithet representing
tiger.

16
Genus

Genus is a group of species which are alike in broad features of their organization but different in detail.
Species in a genus have a common ancestry. This may be the reason for their close similarities for
example genus equals has many species like Cabelas for the horse; Vulgaris the ass zebra.

Family

A family is a group of the related genus. They have still less number of similarities as compared to genus
and species. Families are characterized on the basis of both vegetative and reproductive features of
plant species example three different genus Solanum, petunia and the Torah at placed in the family
Solanaceae. In animals, genus Panthera including lion, tiger, leopard is put along with genus Felis in the
family Felidae. All the animals like lion, tiger, and cats have some similarities but those similarities are
not found in dog hence it is placed in another family Canidae.

Order

An order is a group of related families that exhibit a few similar characters. For example plant families
like Convolvulaceae, Solanaceae are included in the same order polynomials based on the floral
characters. In animals family, Felidae and Canidae are included in the same order Carnivora.

Class

The class is a group of related orders. For example order Primata comprising monkeys, gorillas and
gibbons are placed in Class Mammalia along with order Carnivora which includes animals like tiger, cat,
and dog all having a common feature that is hair on skin and milk glands.

Phylum

A phylum is a group of related animal classes. Birds along with mammals are members of the same
phylum Chordata because of the feature of the presence of notochord and dorsal hollow nerve cord. In-
plant Classes with a few similar characters are arranged in a higher category of Division.

Kingdom

The kingdom is the highest category in biological classification. It is a group of closely related organisms.
Example all plants have common features of the autotrophic mode of nutrition and the presence of cell
wall made up of cellulose. Hence they belong to the kingdom Plantae. Taxonomists have also developed
subcategories in this higher key for more sound and scientific placement of various taxa.

Activity 1. Multiple Choice. Write the letter of the correct answer.

1. It is the practice of identifying different organisms, classifying them into categories, and
naming them. All organisms, both living and extinct, are classified into distinct groups with
other similar organisms and given a scientific name
A. Taxonomy C. Scientific Names
B. Nomenclature D. Category

2. Which taxonomic rank is more specific than order but less specific than genus?
A. Species B. Family C. Class D. Domain

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 3. Why is taxonomic classification used?
A. It allows each species to be uniquely identified.
B. It gives us an idea of how closely two organisms are related.
C. It has been unnecessary to change taxonomy since Linnaeus invented it in
the 18th Century.
D. Choices A and B

4. As we go from species to the kingdom in a taxonomic hierarchy, the number of common

characteristics
A. Will decrease B. Will increase C. Remain the same

5. He was a Swedish naturalist from the 18th century and is considered the father of
taxonomy. He also developed the system that we use to name new species called ‘binomial
nomenclature’.
A. Aristotle C. Carolus Linnaeus
B. William Harvey D. Charles Darwin

Activity 2. Closer!

Part I. Direction: Determine whether the following statements are true or false. Write your answers
on the spaces provided for each number. Use the graphic provided on the next page to determine
the answers.

______ 1. Dogs belong to the order Felidae.

______ 2. A fox belongs to the phylum Arthropoda.
______ 3. Snakes belong to the phylum Reptilia.
______ 4. Lions belong to the class mammalia
______ 5. All arthropods belong to the Class Insecta
______ 6. All rodents belong to the phylum chordata.
______ 7. All amphibians belong to the class reptilia.
______ 8. All primates are mammals.
______ 9. The class mammalia includes dogs, cats and rats.
______ 10. A lion belongs to the genus Felis.
______ 11. All mammals are primates.
______ 12. Insects and lobsters are arthropods.

Part II. In each set, circle the pair that are more closely related.

13. snakes & crocodiles | snakes & frogs

14. rats & cats | cats & dogs
15. insects & lobsters | insects & birds
16. lions & tigers | lions & cougars
17. foxes & rats | foxes & dogs
18. cats & dogs | cats & lions

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 Photo Credits: __________________

Part III. Where do I Belong?

19. List (use species name) all the animals pictured that belong in the Felidae family.

____________________________ ____________________________

____________________________ ____________________________

____________________________ ____________________________

____________________________ ____________________________

____________________________ ____________________________

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Activity 3. The Matrix!

Complete the following matrix.

Table 1.1

CLADOGRAM ANALYSIS

What is a cladogram? It is a diagram that depicts evolutionary relationships among groups. It is

based on PHYLOGENY, which is the study of evolutionary relationships. Sometimes a cladogram is
called a phylogenetic tree (though technically, there are minor differences between the two).

In the past, biologists would group organisms based solely on their physical appearance. Today, with
the advances in genetics and biochemistry, biologists can look more closely at individuals to discover
their pattern of evolution, and group them accordingly - this strategy is called EVOLUTIONARY
CLASSIFICATION CLADISTICS is form of analysis that looks at features of organisms that are
considered "innovations", or newer features that serve some kind of purpose. (Think about what the
word "innovation" means in regular language.)

These characteristics appear in later organisms but not earlier ones and are called DERIVED
CHARACTERS.

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Table 1.2 is an example of cladogram. Mark an “X” if an organism has the trait.

Traits Considered

2 sets of Shell over

Species Cells Legs Antenna Wings
Wings wings

Worm X
Spider X X
Carpenter Ant X X X

House fly X X X X
Dragon Fly X X X X X
June Bugs X x X x x x

Activity 4.

In the box below, create a cladogram based on the matrix provided above

1. Start with a timeline: oldest organisms on the bottom left, newest on the top right.
2. use your derived characters to show the appearance of new species carrying that trait in
your timeline.
3. Remember: your derived characters are cumulative!

Activity 5. Who’s More Closely Related?

Organisms that have greater similarities to each other are more closely related than those which
share only a few characteristics. In this activity, we will look at pictures of various organisms and put
them into groups based on how they look, and attempt to figure out which organisms are more
closely related. For this activity, you will need: • 20 different photograph cut-outs.

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Procedures:

1. Lay out all 20 photograph cut-outs on the table so that you can see all of them.
2. Pick one organism and find other organisms that seem most similar to it. Put the
photographs in this first group together, clearly separated from the other photographs. Try
and do this on your own first, because we will be comparing results later on.
3. Write down the names of these organisms in the row for group 1 of the table A below.
Names are found at the bottom of each photograph.
4. Write down what features are shared by the organisms you have put in group 1 in the table
A. Be as detailed as possible in listing out all the reasons for why you have put these
organisms in the same group.
5. Continue making more groups and filling up the table until you have put all 20 organisms
into a group. You do not need to fill up all the rows provided in the table.

Table 1.3: Observations and Groupings

Group No. Group members (names of Shared features

organisms)
1.
2.
3.
4.
5.
6.
7.

Guided Questions:

Q1. Compare your list of groups with your friends. Do the groups that you have made match with
everyone else? If no, why do you think people got different results?

Q2. Are there any big groups in your list which can be split into smaller groups? If yes, which group
can be split, and into what sub-groups? Do this for just one group which you think can be split

Q3. Are there any small groups in your list which can be combined into one big group? If yes, which
groups can be joined, and what features do all members of the large group share? Do these for just
one new large group which you think can be formed?

Q4. Are there any organisms that are difficult to place in one group? Which organisms are they and
which groups do they seem to belong to?

Q5. Are there organisms that have some similarities but have been placed in different groups? List
down some of these organisms and their shared features.

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