Earth and Life Science

Quarter 2 – Module 16:

The Process of Evolution
Earth and Life Science
Alternative Delivery Mode
Quarter 2 – Module 28:The Process of Evolution
First Edition, 2020

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Earth and Life Science
Quarter 2 – Module 28:
The Process of Evolution
Introductory Message
For the facilitator:

Welcome to the Earth and Life Science Grade 11 Alternative Delivery Mode
(ADM) Module on Module 28: The Process of Evolution!

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this
also aims to help learners acquire the needed 21st century skills while taking
into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body
of the module:

Notes to the Teacher

This contains helpful tips or strategies that will
help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the module.

For the learner:

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Welcome to the Earth and Life Science Alternative Delivery Mode (ADM) Module
on The Process of Evolution!

The hand is one of the most symbolized part of the human body. It is often used
to depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies
in your own hands!

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the module.

What I Know This part includes an activity that aims to check

what you already know about the lesson to take. If you get all the
answers correct (100%), you may decide to skip this module.

What’s In This is a brief drill or review to help you link the current
lesson with the previous one.
What’s New In this portion, the new lesson will be introduced to
you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the lesson.

This aims to help you discover and understand new concepts and
skills.

What’s More This comprises activities for independent practice to

solidify your understanding and skills of the topic. You may check the
answers to the exercises using the Answer Key at the end of the module.

What I Have Learned This includes questions or

blank sentence/paragraph to be filled in to process what you
learned from the lesson.

What I Can Do This section provides an activity which will help

you transfer your new knowledge or skill
into real life situations or concerns.
Assessment This is a task which aims to evaluate your level of
mastery in achieving the learning competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the

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 lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you
are not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the process of evolution. The scope of this module permits it to be used
in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

The module covers:

 Lesson 1 – The Process of Evolution

After going through this module, you are expected to:

1. Explain the process of evolution;

2. Identify some scientists who contributed to the historical developments of
evolutionary thoughts;
3. Compare Lamarckian and Darwinian Evolution;

What I Know

Directions. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. What refers to the change in the gene pool of population due to chance?
A. bottleneck effect
B. founder effect
C. gene flow
D. genetic drift

2. Which of the following happens when a small population of organisms

separates from the larger group to invade a new area?
A. bottleneck effect
B. founder effect
C. gene flow
D. genetic drift

3. What refers to any movement of genes from one population to another?

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 A. gene flow
B. genetic shuffling
C. genetic variation
D. mutation

4. Who is the Father of evolution?

A. Alfred Russel Wallace
B. Carolus Linnaeus
C. Charles Darwin
D. Jean Baptiste de Lamarck

5. He proposed the theory of use and disuse.

A. ALFRED Russel Wallace
B. Carolus Linnaeus
C. Charles Darwin
D. Jean Baptiste de Lamarck

6. He believed that populations grow geometrically while resources slowly

increase leading to competition.
A. Alfred Russel Wallace
B. Carolus Linnaeus
C. Jean Baptiste de Lamarck
D. Thomas Malthus

7. Who is the Father of taxonomy?

A. Alfred Russel Wallace
B. Carolus Linnaeus
C. Jean Baptiste de Lamarck
D. Thomas Malthus

8. According to his theory of evolution, organisms change during their

lifetime to survive then pass these changes to their offspring.
A. Carolus Linnaeus
B. Charles Darwin
C. Jean Baptiste de Lamarck
D. Thomas Malthus

9. Who proposed the theory that involves natural selection?

A. Carolus Linnaeus
B. Charles Darwin
C. Jean Baptiste de Lamarck
D. Thomas Malthus

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10.This is also called migration
A. gene flow
B. genetic shuffling
C. genetic variation
D. mutation

11. Differences among individuals of a species are referred to as __________.

A. adaptation
B. fitness
C. natural selection
D. natural variation

12. Refers to a change over time

A. evolution
B. gradualism
C. migration
D. mutation

13. Each living species has descended, with changes, from other species over
time and as a result species today look different from their ancestors.
A. Theory of Descent with Modification
B. Theory of Modification
C. Theory of Natural Selection
D. Theory of Survival

14. Explains the difference in survival of individual and reproduce in a

particular environment
A. evolution
B. gene flow
C. gradualism
D. natural selection

15. Occurs when there is a change in genetic makeup of organism

A. gene flow
B. genetic drift
C. mutation
D. natural selection

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 Lesso
n
The Process of Evolution
28
Charles Darwin formulated the theory of evolution by natural selection in
his book “On the Origin of Species” in 1859. It refers to a change over time and
the process by which modern organisms have descended from ancient
organisms

What’s In

Activity 1

Inside the clouds write your own thoughts about evolution.

What’s New

There were scientists who contributed to the historical developments of

evolutionary thoughts.

Activity 2 The Who?

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Identify the scientists who contributed to the historical developments of
evolutionary thoughts by arranging the letters inside the box.

A H M U T L S
1._____________________________________Believed that populations grow
geometrically while resources slowly increase or not at all, leading to competition

A N D W R I
2. _____________________________________Thought the idea of descent modification

N I L E N A S U
3. _____________________________________
Father of taxonom
y

W L E L C A A
4. _____________________________________
Realized
that species evolved because fittest
individuals survived and reproduced passing their advantageous characters

A A C R L K M
5. _____________________________________ Proposed the theory of inheritance of
acquired traits and theory of use and disuse

What is It

Mechanisms of Evolutionary Changes

Mechanisms of evolutionary changes include genetic drift, migration or
gene flow, mutation, natural selection and nonrandom mating.
Genetic drift is a change in the gene pool of a population due to chance.
Examples of genetic drift are bottleneck effect and founder effect. Bottleneck
effect takes place when population decreases due to various environmental
factors such as fires, earthquakes and floods. The founder effect happens
when a small population of organisms separates from the larger group to
invade a new area.
Gene flow is described as the movement of genes from one population
to another. When this happens, there is a tendency to increase the gene
diversity in the populations.
Mutation occurs when there is a change in the genetic makeup caused
by environmental stressors. This process expands diversity of organisms.
Natural selection explains the difference in survival of individual and
reproduce in a particular environment.
Nonrandom mating increases the frequency of animal with desirable
traits. It causes evolution because it intrudes the natural pool of gene
variations.

Activity 3

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 Complete the concept map

MECHANISMS
OF
EVOLUTIONARY

What’s More

Lamarckian vs. Darwinian Evolution

According to Lamarck’s theory of evolution, organisms change during their
lifetime to survive then pass these changes to their offspring. While Darwin’s
theory involves natural selection and struggle for existence. When an organism
is fit and can adapt to its environment, it survives and more chance to
reproduce.

Activity 4
Compare Lamarckian vs. Darwinian Evolution through illustration. You may
use different animals of your interest.

What I Have Learned

Activity 5

IDENTIFICATION.

1. ______________________ refers to a change over time.

2. ______________________ is the father of evolution.

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 3. ______________________ is considered as father of taxonomy.
4. Thomas Malthus believed that populations grow geometrically while
resources slowly increase leading to __________________.
5. _________________________ proposed the theory of use and disuse.
6. _________________________ explains the difference in survival of individual
and reproduce in a particular environment.
7. Gene flow is the movement of ____________ from one population to
another. 8. _________________ occurs when there is a change in the
genetic makeup caused by environmental stressors.
9. The _________________________ happens when a small population of
organisms separates from the larger group to invade a new area.
10. __________________ takes place when population decreases due to
various environmental factors such as fires, earthquakes and floods.

What I Can Do

Activity 6
Look at the pictures below. This illustrates the evolution of phone.
Describe each stage and tell the changes occur in every phase .

Original graphic by Karen Hancock, LC student graphic artist – “The Evolution of the Phone”.

____________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________
_

Activity 7
Arrange the following pictures from ancient to modern based on your
understanding about theory of evolution. (Use numbers 1 to 5)

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 __________ __________ __________ __________ __________

Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on
a separate sheet of paper.
1. Refers to a change over time
A. evolution
B. gradualism
C. migration
D. mutation

2. Each living species has descended, with changes, from other species over
time and as a result species today look different from their ancestors
A. Theory of Descent with Modification
B. Theory of Modification
C. Theory of Natural Selection
D. Theory of Survival

3. Explains the difference in survival of individual and reproduce in a particular

environment
A. evolution

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 B. gene flow
C. gradualism
D. natural selection

4. Takes place when population decreases due to various environmental factors

such as fires, earthquakes and floods A. bottleneck effect
B. founder effect
C. genetic flow
D. natural selection

5. The process the movement of genes from one population to another

A. evolution
B. gene flow
C. gradualism
D. natural selection

6. Which of the following is considered as mechanisms of change?

A. genetic drift
B. migration
C. natural selection
D. a, b and c
7. Changes in the DNA
A. gene flow
B. genetic shuffling
C. genetic variation
D. mutation

8. This is also called migration

A. gene flow
B. genetic shuffling
C. genetic variation
D. mutation

9. Differences among individuals of a s species are referred to as __________.

A. adaptation
B. fitness
C. natural selection
D. natural variation

10. Father of evolution A. Alfred Russel Wallace

B. Carolus Linnaeus

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 C. Charles Darwin
D. Jean Baptiste de Lamarck

11. Proposed the theory of use and disuse.

A. Alfred Russel Wallace
B. Carolus Linnaeus
C. Charles Darwin
D. Jean Baptiste de Lamarck

12. Believed that populations grow geometrically while resources slowly increase
leading to competition
A. Alfred Russel Wallace
B. Carolus Linnaeus
C. Jean Baptiste de Lamarck
D. Thomas Malthus

13. Father of taxonomy A. Alfred Russel Wallace

B. Carolus Linnaeus
C. Jean Baptiste de Lamarck
D. Thomas Malthus

14. According to his theory of evolution, organisms change during their lifetime
to survive then pass these changes to their offspring
A. Carolus Linnaeus
B. Charles Darwin
C. Jean Baptiste de Lamarck
D. Thomas Malthus

15. His theory involves natural selection A. Carolus Linnaeus

B. Charles Darwin
C. Jean Baptiste de Lamarck
D. Thomas Malthus

Additional Activities

Activity 8

Match column A with the label in column B. Draw a line from column A with

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the corresponding answer in column B. B

A
A. There was a
variety of neck lengths
of giraffes.
1.

B. Small-necked and
medium-necked giraffes
cannot reach the food so
2. they die.

C. Small-necked
3. giraffe cannot reach the
food so it dies.

D. Long-necked
giraffe survived and pass
4. the traits to its offspring.

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References

Miller, K. R.. & Levine, J. (2004). Prentice Hall: Biology. New Jersey, Pearson
Education Inc.
Salandanan, G.G., Faltado, R.E., & Lopez, M.B. (2016). Earth and Life
Sciences for Senior High School. Quezon City, Lorimar Publishing,
Inc.
Sia, S. & Cortez, L. (2016). Science in Today’s World for Senior High School
Hancock, K. (2015, March 24). The Evolution of the Phone. Retrieved from
http://thelcbridge.com/the-evolution-of-the-phone/

https://evolution.berkeley.edu/evolibrary

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