SENIOR HIGH SCHOOL

General Biology 2
Module 8
Investigative Files: Into the Depths
of Evolution
General Biology 2
Self-Learning Module (SLM)
Module 8: Investigative Files: Into the Depths of Evolution
First Edition, 2020

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 SHS

GENERAL BIOLOGY 2
Module 8
Investigative files: Into the Depths
of Evolution
Introductory Message
For the facilitator:

Welcome to the General Biology 2 Self-Learning Module (SLM) on Investigative files:

Into the Depth 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

Hello my dear Facilitator of learning. You are lucky to have this learning
material which will easily deliver the lesson for our learners, enhance their
knowledge on specific learning competency and help them achieve our learning
objectives. Please tell our learners to read, understand, analyze and answer all
the activities and questions seriously as this material is designed and made for
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our learners. As a facilitator let us be an agent to let them love learning through
this module.

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.

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For the learner:

Welcome to the General Biology 2 Self-Learning Module (SLM) on Investigative files:

Into the Depth 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
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This module was designed to provide you with fun and meaningful opportunities for
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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 lesson
learned. This also tends retention of learned
concepts.

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 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

Hello everyone! You might be familiar with the question whether the egg come
first or the chicken? In fact, everything came out from something used in the theory
of evolution. Do you wonder how scientists were able to conceptualize how life
started? What did they do to find out the facts about our origin and the lower forms
of organisms? To tell you, scientists work just like detectives. They gather evidences
to uncover facts about evolutionary relationships among organisms. This module will
make you realize how scientists collect data and information that allows them to
make evolutionary connections between organisms.

Most Essential Learning Competency:

1. Investigative files: Into the Depth of Evolution. STEM_BIO11/12-II-j-18
This is divided into lessons, namely:

Lesson 1 - Differentiating phylogeny

Lesson 2 - Phylogenetic Tree and Evolutionary Relationship

After going through this module, you are expected to:

1. define phylogeny
2. interpret phylogenetic tree and
3. infer evolutionary relationships using evidences of evolution

What I Know

Directions: Choose the letter of the best answer from the given choices. Write the
chosen letter on a separate sheet of paper.

1. How do you call the variety of life present in the world or in an environment of
organisms ?
A. Habitat
B. Ecosystem
C. Biodiversity
D. Evolutionary history
2. Which ecosystem shows greater biodiversity?
A. Littoral
B. Prairie
C. Savanna
D. Steppe

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3. What is a field of study concerned with the system of naming and classifying
organisms?
A. A.Paleobiology
B. B.Paleontology
C. C.Parasitology
D. D.Taxonomy

4. Who is the father of taxonomy?

A. Aristotle
B. Frederick Gray
C. Charles Darwin
D. Carolus Linnaeus

5. Which goal of taxonomy reduces confusion about common names of organisms in

different languages?
A. Classifying
B. Gathering
C. Identifying
D. Naming

6. What is contained in the classification system called taxonomic hierarchy?

A. Taxonomic rank
B. Evolutionary history
C. Names of organisms
D. Ancestors of the primates

7. What is the highest taxonomic rank?

A. Family
B. Kingdom
C. Order
D. Species

8. How many kingdoms in the taxonomic hierarchy were introduced during the
Linnaean time?
A. 2
B. 3
C. 5
D. 6

9. Which of the following items led to the discovery of the other kingdoms of living
organisms?
A. Computer
B. Microscope
C. Photometer
D. Telescope

10. Which of the following is the aim of a Phylogenetic tree?

A. Show phenotype similarity.
B. Determine exact ages of species.
C. Know the structure of the ancestors.
D. Show evolutionary history of species.

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11. What is the correct description of Phylogenetics?
A. The study of pathogens
B. The study of an organism’s phylum.
C. The study of the evolutionary development of a population of species.
D. A system of naming organisms according to evolutionary relationship.

12. How are findings in phylogeny represented?

A. Making a model
B. Designing an experiment
C. Constructing a phylogenetic tree
D. Using graph to show evolutionary relationship

For numbers 13-15, refer to the diagram showing a phylogenetic tree below.

D
B C E
NA3

N2

N1

13. Based on the given figure, at which point(s) of the phylogenetic tree is the
common ancestor of all the organisms?
A. N1
B. N2
C. N3
D. N1and N2

14. Which of the organisms are forming clades from the given figure?
A. B and C only
B. E and D only
C. A, C and B only
D. B, C and D, E only

15. Organisms C and D as shown in the figure are polyphyletic. What does it mean?
A. They have different ancestors
B. They have common ancestors
C. They are found at the tip of the tree
D. They are found left and right of another organism

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 Lesson

1 Differentiating Phylogeny

What’s In

Hello everyone! Are you still in? if you found out that there are unfamiliar
items given in the previous activity, do not worry. That is giving a signal that you
are getting ready for the next lesson. Please work on the activity below to show how
much you learned in the previous lessons.

Directions: Below are scrambled letters that you need to arrange to fill-in the blank
in each statement. Write your answer on a separate sheet.

1. The process by which the heritable characteristics of biological population

changes over successive generations is called _______________.(LUTEVOION)

2. The first theory of evolution in the year 1744-1829 known as transmutation

of species was proposed by ____________ . (RCKAMAL)`

3. The theory of evolution by Natural Selection states that organisms change over
time as a result of changes in heritable physical or behavioral traits was
formulated by _________. (RLESCHA RWADIN)

4. The evolutionary process that led to the emergence of anatomically modern

humans beginning with the evolutionary history of primates is the _________.
(UMHAN LUTEVNOIO)
5. An evidence of evolution that supports Darwin’s theory, stating that simple
forms gradually evolved into a more complex one. The use of remains of dead
plants and animals is referred as_____. (SSILFO RDRECO)

What’s New

Perfectly done! You guys learned a lot from your past lesson .Now you are
ready for the next topic we will be dealing today. But before that, may I ask you
question,
have you tried making a family tree? What was your purpose of doing so? Yes! It is
developed for the purpose of documenting a family lineage and history and to show
to everyone that you and your cousin share a common grandmother. The theory of

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Common Descent states that all living organisms are descendants of a single
ancestor. Do you believe in this? Well, this is one thing we are going to discuss today.
Activity 1.1

Pictures of various animals and plants were presented on slides. After the
students are grouped, ask them to rank the organisms in order from the closest to
humans to the farthest. Some examples of pictures are Sponges, Monkey, Bird,
Bacteria, Insect, Fungi, and a tree.
After the activity ask students the following question:

 What organism is closest to human? Why

 Which one is farthest from human? Explain why.
 Do you think there is a similarity of making a family tree
compared to what you did in the activity? Why?

What is It

The world is highly diversified. Living things, not just the plants and animals
that are common or easily seen but also the species that are not well known, such
as microorganisms or invertebrates are included. Biodiversity refers to life on land,
in the water, in the air, in deserts and caves—even in hot springs or glaciers. Scientist
work hard to organize living things into groups as they are identified. This is the field
of study called taxonomy which come from a Greek word ‘taxis’ that means Order or
arrangement .Taxonomist is a biologist who studies taxonomy. They decide how to
classify species, explore how they fit in their ecosystem and categorize relationship
with others in their habitat before giving them names according to standardized
system, the binomial naming. This is consists of the genus and specie.

The hierarchical taxonomic classification helps scientists understand and

organize the diversity of life in our planet. Basically, it means groups are classified
within larger groups. Each level of hierarchy is called the taxonomic level wherein
the kingdom is the highest and specie the lowest. It means from general to specific.

Fig.1.This is the taxonomic hierarchy in biological classification

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 Specie is the basic unit of classification. They are organisms that share many
features and can breed with each other producing fertile offspring. During the time
of Linnaeus the kingdoms were only the plants and animals.
After the discovery of microscope where other organisms and cells can be seen,
it became six, the plants, animals, protists, fungi, archaebacteria and eubacteria.

Fig.2 a sample phylogenetic tree showing relationship between organisms

based on shared anatomical features.
Chimpanzee

Gorilla Bonobos

Orangutan Humans

What’s More

Directions: Match the definition on column A to the vocabulary words at column

B. Write the answers on a separate sheet of paper.

Column A Column B
1.Study of the evolutionary relationships of species A. tree based on fossil records
2. The highest taxonomic category B. Diversity
3. Refers to the evolutionary history of species C. Kingdom
4. Relating to the structure of organism D. Species
5. A science of identifying, describing and E. Phylogeny
classifying organisms F. Phylogenetics
6. Degree of variation of living things G. Morphologic
in an ecosystem
7. Lowest taxonomic category H. Genetic
8. Relating to DNA, genes or origin I. Most informative
9. A tree that helps a species trace back its phylogenetic tree
evolutionary history J. Taxon
10. A tree based on DNA sequence K. Descendants
L. Taxonomy

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 What I Have Learned

Direction: Read the paragraph carefully and choose the best answer for each blank
among the words written inside the box below.Write the answers on a
separate sheet of paper.

STANDARDIZED PHYLOGENETICS BIODIVERSITY EVOLUTION

EVIDENCES BIOLOGISTS KINGDOM TAXONOMY

TAXONOMIC CLASSIFICATION PHYLOGENETIC TREE

The variety of life in the world is known as (1) _____.A branch of biology called
(2)_____is in charge of classifying species and giving names via (3)_____system. A (4)
who are experts in taxonomy, helps scientists understand and organize the diversity
of life in our planet. Basically, it means groups are classified within larger groups.

The hierarchical (5) ______helps scientists understand and organize the

diversity of life in our planet .Each level of hierarchy is called the taxonomic level
wherein the (6) _____is the highest and specie the lowest. Phylogeny is different
because it tells the history of the (7) _____ of a species or group of organisms. A field
of science called (8)______ works on the evolutionary history of an organism where
most modern systems of classification are based on. Scientist must collect accurate
information using (9) ____ like fossil record. A phylogeny is often depicted using a
(10)_____which looks like a sequentially branching tree, starting with one common
branch, and then splitting into more branches.

What I Can Do

Directions: Use Venn diagram to compare and contrast phylogeny from taxonomy.

Taxonomy Phylogeny

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 Needs
Satisfactory Good Excellent
Criteria improvement
( 4 Points ) ( 7 Points ) ( 10 Points )
(1 Point)
Student includes 1 Student includes 2 Student includes Student includes
Similarities or no similar similar character 3 similar 4 or more similar
character traits traits character traits character traits
Student includes
Student includes 1
Student includes 2 Student includes 4 or more
or no distinct
Differences distinct traits for 3 distinct traits distinct traits
traits for each
each character for each character for each
character
character

Assessment

Directions: Choose the letter of the best answer from the given choices. Write the
chosen letter on a separate sheet of paper.
1. It is an exhaustive, detailed listing, classifying and then naming species of
organisms.
A. Genetics
B. Morphology
C. Paleontology
D. Taxonomy

2. Which among the places is having low biodiversity?

A. log
B. Aquarium
C. A coral reef
D. A tropical rain forest

3. Which of the following is NOT a work of a taxonomist?

A. Collecting specimen
B. Classifying organism
C. Studying the structure of a specie
D. Studying the evolutionary history of a specie

4. The following are taxonomic category in the biological classification EXCEPT

A. Carnivore
B. Class
C. Kingdom
D. Order

5. What is the lowest level of taxonomic category?

A. Class
B. Genus
C. Kingdom
D. Species

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6. What is the correct sequence of work in taxonomy?
A. Classifying, finding, describing, naming
B. Finding, describing, classifying, naming
C. Describing, finding, naming, classifying
D. Naming, finding, describing, classifying

7. What system of classifying organisms has an aim to reconstruct the evolutionary

tree of life?
A. Morphology
B. Paleontology
C. Phylogeny
E. Taxonomy

8. Which one is NOT used in phylogenetics to trace evolutionary history of

organisms?
A. Anatomy
B. Morphology
C. Fossil records
D. Living organism

9. The primary objective of our modern classification system is to accomplish which

of the following conditions?
A. Unique name for each species
B. Species name we can always remember
C. A Latin-sounding name for each organism
D. A species name that describe the organism

10. Which among the following is NOT used by biologists to test hypothesis about
evolutionary relationships among animal phyla?
A. Anatomy
B. Embryology
C. Genetics
D. Morphology

11. What does it mean for species to have an evolutionary relationship?

A. Evolve from each other
B. Show the same behavior
C. They have the same ancestor
D. They have two common ancestors

12. What is the basis of evolutionary studies?

A. Human comes from apes
B. Organisms never undergo evolution
C. Organisms evolved from different organisms
D. A specie of organism originated from the same specie

13. Which of these is a general description of a polyphyletic group?

A. This is a group of ancestors
B. Encompasses descendants from unrelated ancestors
C. Encompasses many descendants from the same ancestor
D. This is composed of unrelated organisms coming from more than one
ancestor

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14. What is a monophyletic group?
A. A group of organisms that is monogamous
B. A group of organisms that only mate asexually
C. This group originates from two ancestors that does not exist
D. A clade of organisms that descends from a common ancestor

15. Which shows the closest relationship among the organisms in the given figure?

A B C D

A. A and B
B. B and C
C. C and D
D. A and D

Additional Activities

Directions: Fit in the given phylogenetic tree the organisms given below with the
evolutionary development and diversification of a particular feature: bald
eagle antelope; lamprey; alligator
(4)
(3)

(2) Gizzard
(1)
Lungs

Jaw

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 What I Know

Directions: Choose the best answer. Write the letter of your choice on a separate
sheet of paper.

1. Which one of the following studies the evolutionary relationships and history of
an organism?
A. Biology
C. Phylogeny
B. Phylogenesis
D. Physiology

2. Which of the following is NOT a factor used to determine evolutionary

relationships?
A. Ancestor
B. Skin color
C. DNA Sequencing
D. Breeding behavior

3. What is used to show evolutionary relationship among various biological species?

A. Bar graph
B. Family trees
C. Deciduous tree
D. Phylogenetic tree

4. What information can be derived from a phylogenetic tree?

A. Anatomy
B. Genotype
C. Blood type
D. Evolutionary relationship

5. Which is formed during speciation on a phylogenetic tree?

A. an ancestor
B. a new species
C. a derived trait
D. a most recent ancestor

6. Which part of the phylogenetic tree represents the common ancestor?

A. Branches
B. Leaves
C. Nodes
D. Roots

7.In what part of the phylogenetic tree the formation of another lineage happens?
A. Branches
B. Leaves
C. Nodes
D. Roots

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8. What part of a phylogenetic tree we can find the most recent ancestor?
A. Branches
B. Leaves
C. Nodes
D. Roots
9. Which one is indicated by the branching in a phylogenetic tree?
A. Evolutionary relationship
B. Creation of common ancestor
C. Creation of most recent ancestor
D. Formation of new species of organism

10. How will you call two organisms that descend from one common recent ancestor?
A. Clade
B. Cladogram
C. Monophyletic
D. Paraphyletic
11. What is a correct description of a polyphyletic organisms?
A. They are sister species
B. The ancestor is only one ‘
C. They have different ancestors
D. They shared common characteristic
12. Which relationship is exhibited by organisms in a clade?
A. Related
B. Closely related
C. Not closely related
D. More closely related
13. Which is NOT true of a sister species?
A. Have a common ancestor
B. Have the same ancestral species
C. Are descendants of a common ancestral node
D. Formed when one species did not split during evolution
For questions 14-15, refer to the diagram below:

A B C

14. What is the reason of organisms B and C beingpolyphyletic? They

A. are written side by side
B. have different ancestors
C. have recent two ancestors
D. have the same common ancestors
15. What organisms on the phylogenetic tree share similar features and genetic
sequences?
A. A, B only
B. B, C only
C. B, E only
D. E, A only

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 Lesson
Phylogenetic Tree and
2 Evolutionary Relationship

What’s In?

In the previous activity you were able to differentiate the methods of

classification taxonomy and phylogeny.

The focus of taxonomy is classifying and naming living organisms while

phylogeny is to trace the evolutionary history of an organism. I hope you can now
make the taxonomic classification of the organisms given to you in activity 1.1. Do
not forget in taxonomic classification the different ranks can be remembered by this
mnemonics KPCOFGS , for Kingdom, Phylum, Class, Order ,Family, Genus, Specie
which means ‘Keep Ponds Clean Or Frogs Get Sick’.

What’s New
In the next lesson, you will learn how to interpret a phylogenetic tree to be
able to know the evolutionary development of a species and also its relationship
between the other organisms found within the tree.

What is It

What is a Phylogenetic Tree?

A phylogenetic tree is a branching diagram that represents hypotheses about

the evolutionary relationship among organisms. The pattern of branching reflects
how specie or other groups evolved from ancestors. It is showing the inferred
relationship between various biological species. Two species are more closely related
if they have a more recent common ancestor and less related if they have a less recent
common ancestor.

Several evidences are employed such as external morphology, internal

anatomy, biochemical pathways, behavior and DNA. It also includes evidence of
fossils during the generation of a phylogenetic tree. There are two forms of
phylogenetic tree, the phylogram and cladogram. They differ based on whether the
branches are scaled or unscaled. The phylograms are scaled while cladograms are
unscaled so lines in this tree are of the same size.

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 Homologous and analogous structures provide evidence for common ancestry.
Homologous structure shared similar embryonic origin like the bone of the flipper of
a whale and the human arm. Analogous structures have similar function like the
wings of butterfly and of a bird. Homologous structures share common ancestry but
the analogous structures do not share a common ancestry.
Figure: 2.1 Parts of a Phylogenetic Tree

External Node Tip

Internal Node
Polypheletic group

Branch Monophyletic group

Root or Basal Node

How to Read a Phylogenetic Tree

Important features that help in understanding a phylogenetic tree are described

below.

1. A phylogenetic tree is a branching diagram, showing the evolution of closely-

related species from their ancestor.
2. It is composed of lines that represent the branches of trees.

3. The root or basal node of the tree represents the common ancestor.

4. A line shows the propagation of a particular species over time. The length of a
line represents the existence of the species over time.

5. The branching of the line at a particular point called external node shows the
split of a lineage or speciation or formation of new and distinct species in the
course of evolution.
6. The internal node is the one connecting the branches of the tree

7. The distance of the branches in the phylogenetic tree represents the amount
of inferred evolutionary change.

8. Each tip of the phylogenetic tree represents a unique species. They are called
the descendants.
9. From root to tips, the branching represents the descendant of species from
the common ancestor.

10. The phylogenies traces show the uniqueness of a particular species and the
parts that it share with the other related-species during evolution.

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 11. Each species has its own ancestor every time it splits; the organisms are
closely related if they have common ancestor.
12. Monophyletic groups are organisms descended from the same common
ancestor

13. Polyphyletic group are organisms composed of unrelated organisms

descended from more than one ancestor.

14. An ingroup is the clade that is the focus of a phylogenetic analysis while the
outgroup is the distantly related group of organisms that serves as reference
group, nearest to the root.

What’s More

Phylogenetic tree is constructed based on a given evidence of evolution.

Below is an example of a phylogenetic tree where organisms have evolved
forming homologous and analogous structures. Organisms that share similar
physical features and genetic sequences tend to be more closely related than those
that do not.
Key Takeaways
 Organisms may be very closely related, even though they look quite different,
due to minor genetic changes that cause a major morphological difference.
Yet, they have similarities in physical features and genetic sequences.
 Unrelated organism may appear very similar because both organisms
developed common adaptations that evolved within similar environmental
conditions.
 To determine the phylogeny of an organism, scientist must know whether a
similarity is homologous or analogous

Practice!
Directions: A phylogenetic tree is drawn inside the box. Read and answer the
questions written below it. Use a separate sheet of paper for your
answers.

A B C D E
F G H

I J K

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1. What organism is the common ancestor?
2. Name at least three (3) clades?
3. Who are the descendants?
4. What happens at points I, J and K?
5. Which among the organisms found in the tree are most closely related?
6. Which of the organisms are not closely related? Mention at least three pairs of
organisms.
7. Name the organisms that have similarity in physical features and genetic
sequence.
8. Name the ingroup.
9. Which is the out group?
10. Give the names of organisms that belong to the monophyletic group.

What I Have Learned

Directions: Match the parts of the phylogenetic tree at A with its function at B by
placing the letter of the definition on a separate sheet of paper.

1.Used to connect branches A. Root

2.Represents the organisms that has evolved B. Branches
3. Used to indicate that another species has evolved C. Tip of the branch
4.Another group of specie has evolved D. Internal node
5.Represents the common ancestor E. External node
6. Represents the mostrecent ancestor F. Lines
G. Splitting
H. Bending

What I Can Do

One of the most persistent myths concerns the relationship of humans to great
apes. Based from your learning and an illustration of the degree of morphologic
similarity shown below, infer evolutionary relationship of human to apes. Does it
mean apes have changed into human beings? But why are there apes until now? Use
a separate sheet of paper for your answer.

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 Kangaroo
Cow
goat
Sheep
Llama
Pig
Donkey
Horse
Dog
Rodent
Rabbit
Rhesus
monkey
Gibbon
Gorilla
Chimpanzee
Human

Completion Accuracy Comprehension Organization Conventions Score

Content is well
Content No major
All organized and
demonstrates grammatical or
The answer is information easy to read.
deep spelling errors. No
complete provided is Points follow a 10
understanding of more than two
accurate. logical
the question . minor errors.
progression

Content is well
No major
All Content organized and
The answer is grammatical or
information demonstrates easy to read.
missing slight spelling errors. No
provided is understanding of Points follow a
details. more than five 8
accurate. the question logical
minor errors.
progression

Content is well
Content organized and Some major and
The answer is Most
demonstrates easy to read. minor errors that
missing information
basic Points follow a don’t necessarily
multiple provided is
understanding of logical impair 6
details accurate
the question progression communication

Content may be
Content Major and minor
Content unorganized
suggests lack Some errors significantly
demonstrates and difficult to
of preparation information weaken quality of
less than basic read . Points do
or provided is communication,
understanding of not follow a 4
comprehensio accurate although still
the question solidly logical
n comprehensible.
progression
Content only A small Content Content is Communication
marginally amount of demonstrates a unorganized, seriously impaired
related to the the lack of illogical and by multitude of 2
question information understanding to difficult to read spelling and
is accurate the question grammatical error .
Content fails None of the Content Content is very Multitude of major
to meet the information demonstrates a poorly organized and minor errors
basic provided is complete lack of ,illogical and make answer 0
requirements accurate understanding of difficult to read incomprehensible
of the task the question

17
 Assessment

Directions: Choose the best answer from the given choices. Write the letter of your
choice on a separate sheet of paper.

1. How will you call a study about the evolutionary relationships and history of an
organism?
A. Biology
B. Phylogeny
C. Physiology
D. Taxonomy

2. Which among the factors written below is NOT used to determine evolutionary
relationships among organisms.
A. DNA
B. Ancestor
C. Skin color
D. Breeding behaviour
3. What is constructed to show evolutionary relationship among various biological
species?
A. Graph
B. Table
C. Phylogenetic tree
D. Scatter plot graph

4. Which of the following is NOT true of an evolutionary tree?

A. Not definite
B. A hypothesis
C. Do not show relationships of organisms
D. Show how organism evolved from an ancestor

5. What event does new specie is form in the phylogenetic tree?

A. Bending
B. Cracking
C. Cutting
D. Splitting

6. What is represented by the root of a phylogenetic tree?

A. Lineage
B. Speciation
C. Descendants
D. Common ancestor

7. Which part of the phylogenetic tree the formation of another lineage happens?
A. Branch
B. Node
C. Root
D. Tip

18
8. What are found at the tip of the branch of a phylogenetic tree?
A. Common ancestor
B. Most recent ancestor
C. Ancestors and lineages
D. New group of descendants

9. Which one from the items below is indicated by the branching of a phylogenetic
tree?
A. Evolutionary relationship
B. Creation of common ancestor
C. Creation of most recent ancestor
D. Formation of new species of organism

10. How will you call two organisms that come from one common recent ancestor?
A. Clade
B. Cladogram
C. Monophyletic
D. Paraphyletic

11. Describe the ancestors of polyphyletic organisms.

A. One only
B. Two only
C. Different ancestors
D. One recent and one common ancestor

12. What relationship exists between organisms coming from one common most
recent ancestor?
A. Related
B. Closely related
C. Not closely related
D. More closely related

13. Which is NOT a correct description of a sister species in a phylogenetic tree?

A. Have a common ancestor
B. Have the same ancestral species
C. They are descendants of a common ancestral node
D. They are formed when one species did not split during evolution

For questions 14-15, refer to the diagram below:

A B C
D

14. Which set of the organisms on the phylogenetic tree are monophyletic?
A. A,B;C, D
B. B, C; D, A
C. C, D; B, C
D. A, C; B, D

19
 15. What organisms on the phylogenetic tree share similar features and genetic
sequences?
A. A. A, B
B. B. B, C
C. C. B, D
D. D. D, A

Additional Activities

Diagram Analysis

Study the phylogenetic tree below and on a separate sheet of paper explain
the phrase, “Man and ape, regardless of the sub-species of ape, shared more than the
air they breathed”

Orang-utan
Gorilla
Human
Chimpanzees

Scor
Completion Accuracy Comprehension Organization Conventions
e
Content is well No major
Content
All information organized and grammatical or
The answer is demonstrates deep
provided is easy to read. spelling errors. No
complete understanding of Points follow a 10
accurate. more than two
the question logical progression minor errors.
Content is well No major
Content
The answer is All information organized and grammatical or
demonstrates
missing slight provided is easy to read. spelling errors. No
understanding of Points follow a
details. accurate. more than five minor 8
the question logical progression errors.
Content Content is well Some major and
The answer is Most
demonstrates organized and minor errors that
missing information
basic easy to read. don’t necessarily
multiple provided is Points follow a
understanding of impair 6
details accurate logical progression
the question communication
Content may be
Content Major and minor
Content un organized
suggests lack Some errors significantly
demonstrates less and difficult to
of preparation information weaken quality of
than basic read . Points do
or provided is communication,
understanding of not follow a 4
comprehensio accurate although still
the question solidly logical
n comprehensible.
progression
Content Communication
Content only A small amount Content is
demonstrates a seriously impaired
marginally of the unorganized,
lack of by multitude of
related to the information is illogical and
understanding to spelling and 2
question accurate difficult to read
the question grammatical error .
Content fails Content
None of the Content is very Multitude of major
to meet the demonstrates a
information poorly organized and minor errors
basic complete lack of
provided is ,illogical and make answer
requirements understanding of 0
accurate difficult to read incomprehensible
of the task the question

20
 21
What’s More?
What I Have Learned? 1. O What I Have Learned What’s In?
2. F and B;G 1. EVOLUTION
1. D and C; H and 1. BIODIVERSITY 2. LAMARCK
2. C D 2. PHYLOGENETICS 3. CHARLES
3. B 3. A,B,C,D,E,F, 3. STANDARDIZED DARWIN
4. G G and H 4. BIOLOGIST 4.HUMAN
5. A 4. Speciation 5. TAXONOMIC EVOLUTION
5. F and B;G CLASSIFICATION 5.FOSSIL
6. E
and C; H and 6. KINGDOM RECORD
D 7. EVOLUTION What’s More
6. A and B; B 8. PHYLOGENETICS 1. F
and C; C and 9. EVIDENCES 2.C
D 10.PHYLOGENETIC 3.E
7. F and B;G TREE 4.G
and C; H and Additional Activities 5.L
D 6.B
8. A , B ,C D 1. Lamprey 7.D
9. E 2. Antelopes 8.H
10. F and B;G 3. bald eagle 9.A
and C; H and 4. alligator 10.I
D
What I know
Assessment What I know Assessment
1. C
1. C 1. C 1. B
2. C
2. C 2. B 2. B
3. A
3. C 3. D 3. D
4. D
4. C 4. D 4. D
5. A
5. D 5. B 5. D
6. A
6. D 6. A 6. B
7. C
7. C 7. D 7. B
8. A
8. D 8. C 8. A
9. C
9. D 9. D 9. D
10. C
10. C 10. A 10. A
11. C
11. C 11. D 11. D
12. C
12. D 12. C 12. D
13. A
13. D 13. C 13. B
14. D
14. A 14. B 14. D
15. A
15. A 15. A 15. C
Lesson 2 Lesson 1
Answer Key
References
Lesson1

1. http://www.cbd.int>gti>taxonomy
1 .http://www.en.m.wikipedia.org.wiki
2. http://www.britannica.com.science
4. http://biologydictionary.net.>taxon

Lesson 2
1. https://www.britannica.com>science
2. https://biologydictionary
3. https://www.ebi.ac.uk
4. https://en.wikipedia.org>wiki
5. https:en.m.wikipedia.org>wiki

22
 Disclaimer

This Self-Learning Module (SLM) was developed by the DepEd SOCCSKSARGEN

with the primary objective of preparing for and addressing the new normal. Contents
of this module were based on DepEd’s Most Essential Learning Competencies
(MELC). This is a supplementary material used by all learners of region XII in all
public schools beginning 2020-2021. This process of LR development was observed
in the production of this module. This version 1.0 highly encourage feedback,
comments and recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN Learning Resource Management System

(LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: [email protected]