Republic of the Philippines

Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS
______________________________________________________________
LEARNING ACTIVITY SHEET IN GENERAL BIOLOGY 2
PATTERNS OF DESCENT with MODIFICATION
Name of Learner: _______________________________________________
Grade Level: 11_________________________________________________
Strand/Track: STEM-ACADEMIC
Section: _______________________________________________________
Date: _____________________
______________________________________________________________

A. Background Information for Learners

The lesson is about the Genetics. It involves activities which can help the
students to master the assigned competency.

B. Learning Competency with code

1. Show patterns of descent with modification from common ancestors to
produce the organismal diversity observed today (STEM_BIO11/12- IIIc-g-10);

C. Directions/ Instructions
While going through this unit, you are expected to:
1. Read and follow each direction carefully.
2. Accomplish each activity for the mastery of competency.
3. Use the Learning Activity Sheets with care.
4. Record your points for each activity
5. Always aim to get at least 80% of the total number of given items.
6. Contact or see your teacher through messenger or text if there are
questions and/or clarifications.

D. Exercises / Activities
D.1 INTRODUCTION
A. What I Need to Know
At the end of the lesson, you are expected to:
1. Show patterns of descent with modification from common ancestors to
produce the organismal diversity observed today (STEM_BIO11/12- IIIc-g-10);

Specific Objectives:
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; and,
4. Explain how evolution produce the tremendous amount of diversity among
organisms
Introduction:

Attempts to define the concept of species date back to the Greek

philosophers Plato and Aristotle, who viewed the world as we know it as a
flawed shadow of the eternal and immutable world of ideas. Indeed, the word
“species” originates from the Latin “kinds” which is a translation of the Greek
word eidos (idea). Ernst Mayr played a central role in the establishment of the
general concept of species as metapopulation lineages, and he is the author of
one of the most popular of the numerous alternative definitions of the species
category. According to him, “Species are groups of interbreeding natural
populations that are reproductively isolated from other such groups.” Another
definition based on George Gaylord Simpson, “species is a lineage (an
ancestral-descendant sequence of populations) evolving separately from
others and with its own unitary evolutionary role and tendencies.” Similarly,
according to Leigh Van Valen, “a species is a lineage (or a closely related set
of lineages) which occupies an adaptive zone minimally different from that of
any other lineage in its range and which evolves separately from all lineages
outside its range.”

B. What’s New?
Activity 1 “Visual and Listening Activity”

1. You can draw pictures of reproductive isolating mechanisms that can lead
to speciation in a long bond paper/newsprint while watching a video on
Patterns of Descent with Modification.
2. Write your answer on a separate sheet of paper.
D.2 DEVELOPMENT
a. What I Know
Activity 2 “Brain Drill!”
Directions: Read the statements/questions comprehensively and choose the
letter of the best answer. Write the answer on the separate sheet of paper.
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 offsprings

A. I only B. II only C. I and III D. II and III

2. The following isolating mechanisms prevent fertilization and
formation of zygote except

A. Temporal isolation
B. Hybrid breakdown
C. Gametic isolation
D. Ecological isolation

For numbers 3-5, use the following choices:

A. Allopatric speciation
B. Sympatric speciation
C. Parapatric speciation

3. Occurrence of abrupt genetic change cause reproductive isolation between

groups of individuals.

4. It occurs when populations are separated by a geographic barrier.

5. Abrupt change in the environment over a geographic border and strong

disruptive selection affects gene flow between neighboring populations.

b. What’s In?

Activity 3 “Q and A”

Directions: Answer the following questions. Write your answers on a

separate sheet of paper.

1. What are the types of reproductive isolating mechanisms that can lead to
speciation?
2. What are the different modes of speciation?

MY SCORE:_________
c. What is it?
Activity 4. “ Read and Learn”
REPRODUCTIVE ISOLATING MECHANISMS

A. Pre-zygotic isolation mechanisms prevent fertilization and zygote

formation.

1. Geographic or ecological or habitat isolation – potential mates occupy

different areas or habitats thus, they never come in contact. If two populations
of flies exist in the same geographical area, but one group lives in the soil and
another lives on the surface of the water, members of the two populations are
very unlikely to meet and reproduce.

2. Temporal or seasonal isolation – different groups may not be

reproductively mature at the same season, or month or year. Time is the barrier
that prevents species from interbreeding and producing sterile hybrids. Timing
of the day when they are sexually active, the best example will be that of the
two fruit fly species.

Drosophila persimilis and Drosophila pseudoobscura.

The D. persimilis species are generally active in the early morning, D.

pseduobscura is active in the afternoon.

3. Behavioral isolation – patterns of courtship are different. For example, male

fireflies of a variety of species signal to their female counterparts by flashing
their lights in specific patterns. Females will only respond to the signals flashed
by their own species, preventing them from mating with other closely related
firefly species.

4. Mechanical isolation – differences in reproductive organs prevent

successful interbreeding. It is caused by structures or that keep species isolated
from one another. For example, in flowering plants, the shape of the flower will
tend to match up with a natural pollinator. Plants that do not have the correct
shape for the pollinator will not receive a pollen transfer.

5. Gametic isolation – incompatibilities between egg and sperm prevent

fertilization. There is a couple of possible reasons why the egg and sperm
cannot unite in cases of gametic isolation. First, sperm and eggs have specific
proteins on their surfaces that allow the sperm to recognize the egg (and vice
versa) and these proteins differ from species to species. So, if two different
species mate, the sperm may be unable to recognize the egg. Another example
of gametic isolation happens when the sperm is unable to survive or will be less
mobile in the reproductive tract of a female from a different species.
Post-zygotic isolation mechanisms allow fertilization but nonviable or weak
or sterile hybrids are formed.
1. Hybrid inviability – fertilized egg fails to develop past the early embryonic
stages. When the zygote does form, but does not do so completely and usually
dies early in its life cycle.

2. Hybrid sterility – hybrids are sterile because gonads develop abnormally or

there is abnormal segregation of chromosomes during meiosis. When the
zygote does grow to become a hybrid or the offspring of two different species
of organisms, but the hybrid itself is unable to breed.

3. Hybrid breakdown - F1 hybrids are normal, vigorous and viable, but F2

contains many weak or sterile individuals. The hybrid is able to breed, but future
generations are not viable, sterile, or both.
Separate groups of organisms belonging to the same species may adapt in
different ways to better exploit diverse environments or resources. They also
may evolve varied characteristics for attracting mates. That is, different groups
evolve in different directions. Over time, these groups or populations may
become so different that they can no longer breed together--separate species
are formed. One species does not "turn into" another or several other species
-- not in an instant, anyway. The evolutionary process of speciation is how one
population of a species changes over time to the point where that population is
distinct and can no longer interbreed with the "parent" population. In order for
one population to diverge enough from another to become a new species, there
needs to be something to keep the populations from mixing.
Often, a physical boundary divides the species into two (or more)
populations and keeps them from interbreeding. If separated for long enough
and presented with sufficiently varied environmental conditions, each
population takes its own distinct evolutionary path. Evolution does not stop once
a species becomes a species. Every population of living organisms is
undergoing some sort of evolution, though the degree and speed of the process
varies greatly from one group to another. Populations that experience a major
change in environmental conditions, whether that change comes in the form of
a new predator or a new island to disperse to, evolve much more quickly than
do populations in a more stable set of conditions. This is because evolution is
driven by natural selection, and because when the environment changes,
selective pressures change, favoring one portion of the population more heavily
than it was favored before the change.

Speciation is how a new kind of plant or animal species is created.

Speciation occurs when a group within a species separates from other
members of its species and develops its own unique characteristics.

MODES OF SPECIATION
1. 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.
2. Peripatric speciation. As in allopatric speciation, physical barriers make it
impossible for members of the groups to interbreed with one another. The main
difference between allopatric speciation and peripatric speciation is that in
peripatric speciation, one group is much smaller than the other. Unique
characteristics of the smaller groups are passed on to future generations of the
group, making those traits more common among that group and distinguishing
it from the others.

3. 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.

4. 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).
D. 3 ENGAGEMENT
a. What’s More
Activity 5 Compare and contrast
Directions: Using the Venn Diagram, give similarities and difference of the
types of reproductive isolating mechanisms.

Pre-zygotic Post zygotic

tic tic

b. What I can Do
Activity 6: Complete the table.
Directions: Fill-in the table below by explaining and giving an example for
each type of reproductive isolating mechanisms.
Pre-zygotic Explanation Example
Reproducive Isolating
Mechanisms
Habitat Isolation

Behavioral Isolation

Post-zygotic
Reproducive Isolating
Mechanisms
Hybrid Inviability

Hybrid Breakdown

Activity 7: Identification.
Directions: Give the type of isolating mechanism and tell whether it is pre-
zygotic or post-zygotic.

1. A group of bears were separated when the landmass they were living in
split up. One group eventually became black and brown bears, the other,
polar bears.
Type- _____________________ Pre/post -zygotic- _____________________
2. Horse and donkeys produce mules it is sterile.
Type- _________________________ Pre/post -zygotic-
______________________
3. In some bee populations, only large bees are big enough to unfold flower
petals and obtain nectar and pollen.
Type- _________________________ Pre/post -zygotic-
______________________
4. A cross between two fish species occurs but developmental only occurs up
to the 16-cell stage.
Type- _________________________ Pre/post -zygotic-
______________________
5. Two parents produce a hybrid offspring that lives only a short time and
dies.
Type- ____________________________

D.4 ASSIMILATION
a. What I have Learned?
Activity 8 WRAP- UP
Direction: Explain your answer.
A common farming practice is to breed a female horse with a male donkey. The
result is a very robust animal – the mule. Most mules however are sterile, and
therefore cannot reproduce. Are horses and donkeys members of the same
species? Justify your answer.
______________________________________________________________
______________________________________________________________
______________________________________________________________
____________________________________________________________
b. Valuing
“It is not the strongest of the species that survives, nor the most
intelligent, but the one most responsive to change”- Charles Darwin

Activity 9. Essay

Directions: In a minimum of 5 sentences, expound the quote from the “Father

of Evolution.”
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
________________________________________________________
B. Assessment
Activity 10 “Probing Mastery”
Directions: Read each question carefully and choose the correct answer from
the choices below. Write the letter of the best answer on a separate sheet of
paper.
A. Temporal isolation
B. Mechanical isolation
C. Gametic isolation
D. Allopatric speciation
E. Parapatric isolation
1. It occurs when the groups that evolved to be separate species are
geographic neighbors.
2. The differences in reproductive organs prevent successful interbreeding
3. The different groups may not be reproductively mature at the same season,
or month or year.
4. It occurs when some members of a population become geographically
separated from the other members thereby preventing gene flow.
5. It is the incompatibilities between egg and sperm prevent fertilization.

R E F E R E N CE S

n/a, OpenStax. Cell Cycle with Checkpoints. May 18, 2016. Photograph.
Wikimedia Commons. Wikimedia Commons.
commons.wikimedia.org/wiki.File:Cell_Cycle_With_Cyclins_and_Checkpoints.
jpg.

n/a, Zephyris. Schematic Presentation of the Cell Cycle. January 25, 2020.
Photograph. Wikimedia Commons. Wikimedia Commons.
commons.wikimedia.org/wiki.File:Cell_Cycle_2.svg.

CNX OpenStax. Biology. May 27, 2016. Photograph. Wikimedia Commons.

Wikimedia Commons. commons.wikimedia.org/wiki.File:Figure_10_03_01.jpg.

Reece, Jane B., Lisa A. Urry, Michael L Cain, Steven A. Wasserman, Peter V.
Minorsky, and Robert B. Jackson. “The Cell.” Essay. In Campbell Biology, 9th
ed., 228–45. Boston, CA: Benjamin Cummings / Pearson, 2011.

Visconti, Roberta, Rosa Della Monica, and Domenico Grieco. “Cell Cycle
Checkpoint in Cancer: a Therapeutically Targetable Double-Edged Sword.”
Journal of Experimental & Clinical Cancer Research 35, no. 1
(September 27, 2016): 153–53. https://doi.org/10.1186/s13046-016-0433-9.

Zifan, Ali. A Diagram of Mitosis Stages. Photograph. Wikimedia Commons.

Creative Commons Attributions, June 26, 2016. Wikimedia Commons.
commons.wikimedia.org/wiki.File:Mitosis_Stages.svg.