Senior High School

NOT

General Biology 2
Quarter 3 - Module 3
EVOLUTION & HEREDITY

GENERAL BIOLOGY 2

Department of Education ● Republic of the Philippines

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General Biology 2 - Grade 12
Alternative Delivery Mode
Quarter 3 - Module 3: Evolution & Heredity
First Edition, 2020

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Published by the Department of Education – Division of Cagayan de Oro Schools

Division Superintendent: Dr. Cherry Mae L. Limbaco, CESO V

Development Team of the Module

Author:

Reviewers: Jean S. Macasero, Shirley Merida, Duque Caguindangan, Eleanor Rollan,

Rosemarie Dullente, Marife Ramos, January Gay Valenzona, Mary Sieras, Arnold Langam,
Amelito Bucod, Adam Ray H. Manlunas

Illustrators and Layout Artists: Jessica Bunani Cuňado, Kyla Mae L. Duliano

Management Team
Chairperson: Cherry Mae L. Limbaco, Ph.D., CESO V
Schools Division Superintendent

Co-Chairperson: Rowena H. Paraon, Ph.D., CESE

Assistant Schools Division Superintendent

Members Lorebina C. Carrasco, OIC-CID Chief

Jean S. Macasero, EPS- Science
Joel D. Potane, LRMDS Manager
Gemma P. Pajayon – PDO II
Lanie M. Signo – Librarian II
Evelyn Q. Sumanda, School Head
Cely B. Labadan, School Head
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Department of Education – Division of Cagayan de Oro City
Office Address: Fr. William F. Masterson Ave Upper Balulang Cagayan de Oro
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E-mail Address: [email protected]

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 Senior
Senior High
High School
School

General Biology
2
Quarter 3 - Module 3:
Evolution & Heredity

This instructional material was collaboratively developed and reviewed

by educators from public and private schools, colleges, and or/universities. We
encourage teachers and other education stakeholders to email their feedback,
comments, and recommendations to the Department of Education at action@
deped.gov.ph.

We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

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 Table of Contents

What This Module is About ................................................................................................................... i

What I Need to Know .............................................................................................................................. ii
How to Learn from this Module ...........................................................................................................ii
Icons of this Module ...............................................................................................................................iii

What I Know ........................................................................................................................................... iii

First Quarter
Lesson 1: Evolution and Origin of Biodiversity: Patterns of
Descent with Modification
What I Need to Know..................................................................................................10
What I Know: Definition of Terms ............................................................................10

What’s New ...................................................................................................................10

What is It: Learning Concepts………………………………………………………..11

What’s More .................................................................................................................12

What I’ve Learned:........................................................................................13

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 Module 3
Evolution & Heredity
What This Module is About

This module demonstrates your understanding of the characteristics of Earth

that are necessary to support life, particularly on the essential components of this
planet that drives all living things or biotic factors (plants, animals, microorganisms) to
exist. It also emphasizes on the different subsystems (geosphere, hydrosphere,
atmosphere, and biosphere) that make up the Earth and how these systems interact
to produce the kind of Earth we live in today.

This module will help you explore the key concepts on topics that will help you
answer the questions pertaining to our very own, planet earth.

This module has one (1) lesson:

• Lesson 5: Evolution and Origin of Biodiversity: Patterns of Descent with
Modification

What I Need to Know

After going through this module, you are expected to:
1. Common ancestors to produce the organismal diversity observed today.
STEM_BIO11/12-IIIc-g-10

2. Trace the development of evolutionary thought (STEM_BIO11/12-IIIc-g-11)

3. Explain evidences of evolution (e.g., biogeography, fossil record, DNA/protein

sequences, homology, and embryology) (STEM_BIO11/12-IIIc-g-12)

4. Infer evolutionary relationships among organisms using the evidence of evolution.

(STEM_BIO11/12-IIIc-g-13)

5. Explain how the structural and developmental characteristics and relatedness of DNA
sequences are used in classifying living things. STEM_BIO11/12IIIhj-14

6. Identify the unique/ distinctive characteristics of a specific taxon relative to other taxa
(STEM_BIO11/12IIIhj-15)

7. Describe species diversity and cladistics, including the types of evidence and
procedures that can be used to establish evolutionary relationships.
(STEM_BIO11/12IIIhj-16)

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How to Learn from this Module

To achieve the learning competencies cited above, you are to do the following:
• take your time reading the lessons carefully.
• follow the directions and/or instructions in the activities and exercises diligently.
• answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that

Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

II

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 Lesson Evolution and Origin of
Biodiversity: Patterns of Descent with
1 Modification

What I need to know

Learning Competency
The learners shall be able to show patterns of descent with modification from common ancestors to
produce the organismal diversity observed today.
STEM_BIO11/12-IIIc-g-10

Specific Learning Outcomes

At the end of the lesson, the learners will be able to:
• define species according to the biological species concept;
• distinguish the various types of reproductive isolating mechanisms that can lead to speciation;
• discuss the different modes of speciation; and
• explain how evolution produce the tremendous amount of diversity among organisms.

What I know

PRIOR KNOWLEDGE: Definition of Terms

1. Species 6. Allopatric
2. Classification 7. Sympatric
3. Interbreeding 8. Parapatric
4. Isolating mechanism
5. Zygote

What’s New

PRE ACTIVITY: Answer the following questions briefly.

1. Identify or give an organism which can be an animal or a plant species.

2. Identify the different kind or variants of the species.
Example:
Specie: Cat
Kinds or Variants: Lion, Tiger, Cheetah

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 What’s is it

INTRODUCTION:

❖ Species, in biology, classification comprising related organisms that share common

characteristics and are capable of interbreeding.
https://www.britannica.com/science/species-taxon
❖ Ernst Mayer’s definition: “Species are groups of interbreeding natural populations that are
reproductively isolated from other such groups.”

The reproductive isolating mechanisms

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
II. temporal or seasonal isolation – different groups may not be reproductively mature at the
same season, or month or year
III. behavioral isolation – patterns of courtship are different
IV. mechanical isolation – differences in reproductive organs prevent successful
interbreeding
V. gametic isolation – incompatibilities between egg and sperm prevent fertilization
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
II. hybrid sterility – hybrids are sterile because gonads develop abnormally or there is
abnormal segregation of chromosomes during meiosis
III. hybrid breakdown - F1 hybrids are normal, vigorous and viable, but F2 contains many
weak or sterile individuals
The 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.

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 What’s More

ACTIVITY:

1. Research 5 similar species with different characteristics.

Example: Gartner snakes live in the same region One lives in water
One lives in land

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 What’s I’ve Learned

POST QUIZ:

1. Give examples on the reproductive isolating mechanisms.

MECHANISMS EXAMPLES
1. Geographic Isolation 1.
2.
3.
2. Temporal or Seasonal Isolation 1.
2.
3
3. Behavioral Isolation 1.
2.
3
4. Mechanical Isolation 1.
2.
3
5. Gametic Isolation 1.
2.
3

Recommended Readings:
1. https://www.khanacademy.org/science/biology/her/tree-of-life/a/species-speciation

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