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Earth and Life Science

QUARTER 2 – MODULE 8 WEEK 6

The Process of
Evolution
Earth and Life Science – Grade 11
Alternative Delivery Mode
Quarter 1 – Module 1: The process of evolution

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Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

School Division Superintendent: Danilo C. Sison, EdD, CESO V

Assistant Schools Division Superintendent: Teodora V. Nabor, DA, CESO VI

Development Team of the Module

Author: Shiahari Inciso Cortez

Reviewers: Minerva Grace O. Silvestre
Ritchie G. Macalanda, PhD,
Julie G. De Guzman, EdD
Illustrator: Shiahari I. Cortez
Layout Artist: Shiahari I. Cortez
Management Team:
CID Chief/ Division ADM Coordinator: Cornelio R. Aquino, EdD
Division EPS-LRMS: Maybelene C. Bautista, EdD
Division EPS-Science: Julie G. De Guzman, EdD

Printed in the Philippines

Department of Education – Schools Division of Pangasinan II
Office Address: Canarvacan, Binalonan, Pangasinan
Telefax: _____________________________
Email Address _____________________________
Introductory Message

For the facilitator:

Welcome to the process of evolution Grade 11 Alternative Delivery Module (ADM)

Module on 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 constrains in schooling.

This learning resource hopes to engage 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:

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 parts of the human body. It is often used to depict
skills, action and purpose. Through our hands we may learn, create and accomplish. Hence,
the hand in these learning resources signifies that you as a learner is capable and empowered
to successfully achieved the relevant competencies and skills at your own paced 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 paced and time. You will be enabled to process the
contents of the learning resources 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.

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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 review to help you

link the current lesson with the
previous lesson.

In this portion, the new lesson will be

What’s New
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 provided 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.
This is a task which aims to evaluate
Assessment
your level of mastery in achieving the
learning competency.
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 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.

Answer Key This contains answers to all activities

in the module.

At the end of the module you will also find:

References This is a list of all sources used in

developing 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. Observed honesty and integrity in doing the tasks and checking your answers.
5. Finish task at hand before proceeding to the next.
6. Return this module 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!

What I Need to Know

Earth and Life Science is a challenging subject where you explore all the
possible information’s to support your study, but have you ever think that research can
change the world? Why Earth and Life Science is important in our daily life?
In this module, you will explain how populations of organisms have change
and continue to change over time showing patterns of descent with modification from
common ancestors to produce the organismal diversity observed today and describe how the
4
present system of classification of organisms based on evolutionary relationships. Read,
explore and enjoy every challenging activities provided for you, always remember, “Honesty
is the Best Policy” in answering the activities, you can exchange your ideas with your
classmates via group chat in messenger if you have data connection in your phone as you
explore and discover the importance of research in our life.
After studying this learning module, you should be able to understand the following
competencies;
(1) Explain how populations of organisms have change and continue to change over time
showing patterns of descent with modification from common ancestors to produce the
organismal diversity observed today (S11/12LT-IVfg-26).
The following are the specific objectives of the lesson:
a. describe how populations of organisms have change and continue to change
over time;
b. identify patterns of descent with modification from common ancestors to
produce the organismal diversity; and
(2) Describe how the present system of classification of organisms based on evolutionary
relationships (S11/12LT-IVfg-27).
The following are the specific objectives of the lesson:
a. understand the system of classification of organisms based on evolutionary
relationships; and
b. explain the importance of system of classification of organisms based on
evolutionary relationships.
Before you start feeding your neurons here some things you’re going to prepare; a
sheet of paper and ball pen as well. Prepare yourself to take the pre-test. The answer key will
be provided at the end of this module. You can check your work after answering the pre-test.
Always remember, don’t peek your answer at the answer key. Be honest to yourself.

In reading this learning module, don’t, make yourself in a hurry, take your time and
understand the lessons presented.

Keep in to your mind, follow the instructions carefully. This learning kit is designed
for a self-paced or independent study. Keep in to your mind that it is better to learn the
concepts slowly but surely than hurry and miss the important concepts.

Good luck and enjoy learning!

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 What I Know

Directions: Read carefully each item. Chose the letter of the correct answer. Write your
answer in a separate sheet of paper.

1. He is a British naturalist who proposed the theory of biological evolution by natural

selection.
A. Carl Linnaeus B. Charles Darwin C. Carl Darwin D. Charles Linnaeus
2. What year did Darwin wrote an influential and controversial book called On the
Origin of Species?
A. 1850s B. 1851s C. 1852s D. 1853s
3. Many species have differentiated due to changes in geographical conditions or natural
selection.
A. Coevolution evolution C. Divergent evolution
B. Convergent evolution D. Evolution
4. This is a species-independent type of evolution, as demonstrated by the ability of
numerous invertebrates such as spiders, weaver ants, and silk moths to produce silk to
capture prey.
A. Coevolution evolution C. Divergent evolution
B. Convergent evolution D. Evolution
5. They are based on symbiotic relationships such as commensalism, predation, and
mutualism.
A. Coevolution evolution C. Divergent evolution
B. Convergent evolution D. Evolution
6. In living organisms, many characteristics are inherited, or passed from parent to
offspring.
A. Natural selection
B. Traits are often heritable
C. Offspring vary in their heritable traits
D. More offspring are produced than can survive
7. Organisms are capable of producing more offspring than their environments can
support. Thus, there is competition for limited resources in each generation.

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 A. Natural selection
B. Traits are often heritable
C. Offspring vary in their heritable traits
D. More offspring are produced than can survive
8. The offspring in any generation will be slightly different from one another in their
traits (color, size, shape, etc.), and many of these features will be heritable.
A. Natural selection
B. Traits are often heritable
C. Offspring vary in their heritable traits
D. More offspring are produced than can survive
9. He is called the father of taxonomy.
A. Carl Linnaeus B. Charles Darwin C. Carl Darwin D. Charles Linnaeus
10. It is the largest and most inclusive grouping in the hierarchy of groupings.
A. Family B. Genus C. Kingdom D. Species
11. The smallest and most exclusive grouping.
A. Family B. Genus C. Kingdom D. Species
12. The broadest category in the Linnaean system.
A. Family B. Genus C. Kingdom D. Species
13. Linnaeus is also famous for his method of naming species, which is still used today.
The method is called __________.
A. binomial nomenclature B. binomial nomencreature
B. binomial nomination C. binomial nominclature
14. The scientific name of dog.
A. Canis familiaris C. Homo sapiens
B. Oriza sativa D. Homo habiles
15. With the development of powerful microscopes, scientists discovered many single-
celled organisms that didn’t fit into any of Linnaeus’ kingdoms. As a result, a new
taxon, called the ______.
A. Domain B. Genus C. Kingdom D. Species

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 EXPLAIN HOW POPULATIONS OF ORGANISMS HAVE
Lesson CHANGE AND CONTINUE TO CHANGE OVER TIME
SHOWING PATTERNS OF DESCENT WITH MODIFICATION
1 FROM COMMON ANCESTORS TO PRODUCE THE
ORGANISMAL DIVERSITY OBSERVED TODAY

A British naturalist, Charles Darwin proposed the theory of biological evolution by

natural selection.
Evolution as defined by Darwin is a "descent with modification," the idea that species
change over time, give rise to new species, and share a common ancestor. Evolution
is natural selection which the mechanism that Darwin proposed for. According to Darwin,
resources are limited in nature, organisms with heritable traits that favor survival and
reproduction will tend to leave more offspring than their peers, causing the traits to increase
in frequency over generations.
Besides, natural selection causes populations to become adapted, or increasingly well-
suited, to their environments over time. In natural selection depends on the environment and
requires existing heritable variation in a group.

What’s In

In our previous lesson, we talked about the evidence of evolution such as homology,
DNA and protein sequences, plate tectonics, fossil records, embryology, and artificial
selection/agriculture.
Let’s have a quick review!
Similarities between anatomical structures of organisms provided a basis for
evolution. The term used for similar characteristics shared by organisms is called homology.
DNA and Protein Sequences, the presence of homologous structures also
suggests the presence of homologous DNA and protein sequences. Using today’s
technology, the sequencing of the DNA codes and similar proteins of various
organisms showed striking similarities. The similarities in the DNA sequences suggest
the presence of a common ancestor.

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 Plate Tectonics and Fossil Records, there has been substantial geographical evidence
to support evolution. The continental drift theory developed by Alfred Wegener states that
the movement of plate tectonics shifted different continents, isolating certain landmasses.
This is how all continents form from pieces of one giant supercontinent called Pangaea.

What’s New

Activity 1: PHOTO ANALYSIS

Directions: Based on your observation make a photo analysis of the given pictures
below. Write you're your answer on a separate sheet of paper.

1. Geospiza magnirostris

2. Geospiza parvula

3. Geospiza fortis

4. Certhidea olivasea

Photo credit to Darwin's finches," by John Gould (public domain) cited by Khan Academy
PHOTO ANALYSIS RUBRIC
CATEGORY 4 3 2 1
Observations The student makes a The student makes a The student makes a Student descriptions
complete and detailed detailed description of detailed description of are not detailed or
description of the subject most of the subject some of the subject complete.
matter and/or elements matter and/or elements matter and/or elements
seen in the photo. seen in the photo. seen in the photo.

Important The student accurately The student accurately The student describes a The student has
describes several of the describes a few of the couple of the important trouble picking out the
Details
important elements in the important elements in elements in the photo. important elements in
photo and gives supporting the photo and gives the photo.
details as to why these supporting details as to
elements are important. why these elements are
important.

Historical The student places the The student attempts to Student can relate how The student finds it
photo in a historical place the photo in a the photo makes difficult to interpret
Context
context and gives historical time frame. him/her feel personal. the meaning of the
supporting details. photo.

Questions The student lists three or The student lists two The student lists a Student does not list
more questions raised by questions raised by the question that is only any questions raised
Raised
the photo. photo. tangentially related to by the photo.
the photo graph.
Rubric downloaded from http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1447586&

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 What is It

What is evolution?

In the 1850s, Darwin wrote an influential and controversial book called On the Origin
of Species. In it, he proposed that species evolve (or, as he put it, undergo "descent with
modification"), which all living things can trace their descent to a common ancestor.

The basic idea of biological evolution is that populations and species of organisms
change over time. As of today, when we think of evolution, we are likely to link this concept
with one specific person: British naturalist Charles Darwin.

Darwin and the voyage of the Beagle

Darwin's seminal book, On the Origin of Species, set forth his ideas about evolution
and natural selection. These ideas were largely based on direct observations from Darwin's
travels around the globe. From 1831 to 1836, he was a part of a survey expedition carried out
by the ship HMS Beagle, which included stops in South America, Australia, and therefore the
southern tip of Africa. At each of the expedition's stops, Darwin had the chance to review and
catalog the local plants and animals.

According to Darwin, he observed the intriguing patterns in the distribution patterns

in the distribution and features of an organism. He noticed the distribution of organisms by
observing the Galapagos Island off the coast of Ecuador.

1. Geospiza magnirostris

2. Geospiza parvula

3. Geospiza fortis

4. Certhidea olivasea

Photo credit to Darwin's finches," by John Gould (public domain) cited by Khan Academy

Darwin found that nearby islands in the Galápagos had similar but nonidentical
species of finches living on them. Moreover, he noted that each finch species was well-suited
for its environment and role. For instance, species that ate large seeds tended to have large,
tough beaks, while those that ate insects had thin, sharp beaks. Finally, he observed that the

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finches (and other animals) found on the Galápagos Islands were similar to species on the
nearby mainland of Ecuador but different from those found elsewhere in the world.
According to Darwin's idea, this pattern would make sense if the Galápagos Islands
had long ago been populated by birds from the neighboring mainland. On each island, the
finches might have gradually adapted to local conditions (over many generations and long
periods). This process could have led to the formation of one or more distinct species on each
island.
If this idea was correct, though, why was it correct? What mechanism could explain
how each finch population had acquired adaptations or features that made it well-suited to
its immediate environment? During his voyage, and in the years after, Darwin developed and
refined a set of ideas that could explain the patterns he had observed during his voyage. In his
book, On the Origin of Species, Darwin outlined his two key ideas: evolution and natural
selection.
Darwin proposed that species can change over time, he said that the new species come
from pre-existing species and that all species share a common ancestor. In this model, each
species has its own unique set of heritable (genetic) differences from the common ancestor,
which have accumulated gradually over very long periods.
Darwin referred to this process, in which groups of organisms change in their
heritable traits over generations, as “descent with modification." Today, we call it evolution.
Mechanisms for Evolution

With these two theories, come to the different ways and methods in which organisms carry
out evolution.

Divergent evolution is the process where isolated populations of a species branch out due to
geographical barriers or migration patterns. Many species have differentiated due to changes
in geographical conditions or natural selection.

The presence of grizzly bears and polar bears is a clear example of divergent evolution; the
latter is equipped for winter conditions while the former hibernate during winter.

Convergent evolution is the process where members of two varying species involve similar
characteristics due to similar environments. This is a species-independent type of evolution,
as demonstrated by the ability of numerous invertebrates such as spiders, weaver ants, and
silk moths to produce silk to capture prey.

Coevolution is the process where the survival of two species is dependent on each other.
They are based on symbiotic relationships such as commensalism, predation, and
mutualism.

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Hummingbirds and certain types of flowers have evolved this way. The nectar of these
flowers has the nutrients that are suited for the hummingbird's diet while these birds freely
pollinate the plant.
Natural selection
Importantly, Darwin didn't just propose that organisms evolved. If that had been the
beginning and end of his theory, he wouldn't be in as many textbooks as he is today! Instead,
Darwin also proposed a mechanism for evolution: natural selection.
Darwin's concept of natural selection was based on several key observations:
Traits are often heritable. In living organisms, many characteristics are inherited, or passed
from parent to offspring. (Darwin knew this was the case, even though he did not know that
traits were inherited via genes.)

Photo credit to Khan Academy https://www.khanacademy.org/science/ap-biology/natural-selection/natural-selection-

ap/a/darwin-evolution-natural-selection

More offspring are produced than can survive. Organisms are capable of producing more
offspring than their environments can support. Thus, there is competition for limited
resources in each generation.

Photo credit to Khan Academy https://www.khanacademy.org/science/ap-biology/natural-selection/natural-selection-

ap/a/darwin-evolution-natural-selection

Offspring vary in their heritable traits. The offspring in any generation will be slightly
different from one another in their traits (color, size, shape, etc.), and many of these features
will be heritable.
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Photo credit to Khan Academy https://www.khanacademy.org/science/ap-biology/natural-selection/natural-selection-
ap/a/darwin-evolution-natural-selection

What’s More

Activity 2: CONCEPT MAP

Directions: Complete the concept of definition map related to the word in the middle of the
map.

Definition
Why do organisms change over
time?

Evolution

Darwin's concept of
natural selection

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RUBRIC
Exemplary Good Satisfactory Poor
35 20 15 10
- Comprehensive - Information covers - Information The information
information\ the topic release to the has little to do
Quality of - Clear, focused, - Focused, but not subject but has with or does not
Information interesting captivating. gaps cover the topic
- Includes several - Provides 1-2 details/ - Hard to follow
supporting details/ examples - No detail/
examples examples

Rubric modified from SHS Teacher Shiahari I. Cortez, UCNHS, Umingan, Pangasinan

What I Have Learned

Activity 3: TRUE OR FALSE

Directions: Write TRUE if the statement is correct otherwise FALSE if the statement is
incorrect. Write your answer on a separate sheet of paper.
1. Evolution as defined by Darwin is a "descent with modification," the idea that species
change over time.
2. Evolution is an artificial selection which the mechanism.
3. The term used for similar characteristics shared by organisms is called hematology.
4. The DNA codes and similar proteins of various organisms showed striking
similarities.
5. The continental drift theory developed by Darwin Wegener states that the movement
of plate tectonics shifted different continents, isolating certain landmasses.
6. All continents form from pieces of one giant supercontinent called Pangaea.
7. Darwin also proposed a mechanism for evolution: natural selection.
8. More offspring are produced than can survive. In living organisms, many
characteristics are inherited, or passed from parent to offspring.
9. Offspring vary in their heritable traits. The offspring in any generation will be slightly
different from one another in their traits (color, size, shape, etc.).
10. Traits are often heritable. Organisms are capable of producing more offspring than
their environments can support.

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 What I Can Do

Activity 4: Share what I’ve learned

Directions: Complete the table below. You will be graded using a rubric.

BIG IDEA WHAT I KNOW WHAT I UNDERSTAND

Evolution

Natural Selection

Activity modified from SHS Teacher Shiahari I. Cortez, UCNHS, Umingan, Pangasinan

RUBRIC

Performance Excellent Good Average Poor

Elements
Ideas clearly Ideas may be Ideas are present The idea not
Idea organized and evident but but vague and developed and
development supported organizational do not flow lack organization
(10 points) throughout the structure needs to smoothly (4-5) (1-3)
essay (8-10) be strengthened
(6-7)
Well written Well written Fully Awkward Poor writing with
Elaboration Fully elaborated elaborated points writing style. little or no
(10 points) points with clear with clear and Points are specific details
and accurate detailed general. Errors (1-3)
information (8- information (6-7) present. (4-5)
10)
No critical errors 2-3 critical errors
4-5 critical 6 or more critical
Mechanics inferring with inferring witherrors inferring errors inferring
(5 points) comprehension comprehension with with
(1) (3) comprehension comprehension
(2) (1)
Rubric modified from SHS Teacher Shiahari I. Cortez, UCNHS, Umingan, Pangasinan

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 Additional Activities

Activity 5: KWL Table “Your Reflection”

Directions: Answer the KWL Table.
Topic: Evolution

K What I Know w What I Wonder L What I Learned

Activity modified from SHS Teacher Shiahari I. Cortez, UCNHS, Umingan, Pangasinan
RUBRIC
Exemplary Good Satisfactory Poor
35 20 15 10
- Comprehensive - Information clearly - Information Information has
information\ covers the topic release to subject little to do with or
- Clear, focused, - Focused, but not but has gaps does not cover the
Quality of interesting captivating. - Hard to follow topic
Information - Includes several - Provides 1-2 details/ - No detail/
supporting details/ examples examples
examples
Rubric modified from SHS Teacher Shiahari I. Cortez, UCNHS, Umingan, Pangasinan

Lesson DESCRIBE HOW THE PRESENT SYSTEM OF

CLASSIFICATION OF ORGANISMS BASED ON
2 EVOLUTIONARY RELATIONSHIPS

The diversity of living organisms on earth is truly astounding, almost overwhelming.

Humans have come up with ways of organizing, or classifying, biological diversity
throughout human history.

When you see an organism that you have never seen before, you probably group it
with other, similar organisms without even thinking about it. You would probably classify it
on the basis of obvious physical characteristics. For example, if an organism is green and has
leaves, no doubt you would classify it as a plant.

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 What’s In

In the previous lesson, you learned to explain how populations of organisms have
change and continue to change over time showing patterns of descent with modification from
common ancestors to produce the organismal diversity observed today.

Let’s have a quick review!

In the 1850s, Darwin wrote an influential and controversial book called On the Origin
of Species. In it, he proposed that species evolve (or, as he put it, undergo "descent with
modification"), which all living things can trace their descent to a common ancestor.

Mechanisms for Evolution: Divergent evolution is the process where isolated populations of
a species branch out due to geographical barriers or migration patterns; Convergent
evolution is the process where members of two varying species involve similar
characteristics due to similar environments. This is a species-independent type of evolution,
as demonstrated by the ability for numerous invertebrates such as spiders, weaver ants, and
silk moths to produce silk to capture prey. Coevolution is the process where the survival of
two species is dependent on each other. They are based on symbiotic relationships such as
commensalism, predation, and mutualism.

Natural selection
Importantly, Darwin didn't just propose that organisms evolved. If that had been the
beginning and end of his theory, he wouldn't be in as many textbooks as he is today! Instead,
Darwin also proposed a mechanism for evolution: natural selection.

What’s New

Organisms can be classified according to any number of criteria, including overall

similarities, colors, ecological functions, etc. However, it is generally agreed that the most
useful way for scientists to organize biological diversity is to group organisms according to
shared evolutionary history. This way the grouping not only results in an organized
classification, it also contains and conveys information about our understanding of
the evolutionary history of these groups.

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 Although our understanding of evolutionary relationships among organisms has
greatly improved in the last century, it is by no means complete. Relationships among
organisms, and groups of organisms, continues to be revised as new data becomes available.
The rate of such revisions has increased in recent years primarily as a result of the huge
amount of new molecular data (such as DNA sequences) that has been brought to bear on
tests of evolutionary relationships. This means that nearly all taxonomies (systems of
nomenclature) based on evolutionary relationships among organisms are being revised,
sometimes radically so. Traditional ideas about how organisms are related, and in which
groups they belong, often prove inaccurate.

Carl Linnaeus (1707-1778) is called the “father of taxonomy.” You may already be
familiar with the classification system Linnaeus introduced.

The Linnaean system of classification consists of a hierarchy of groupings,

called taxa (singular, taxon). Taxa range from the kingdom to the species. The kingdom is
the largest and most inclusive grouping. It consists of organisms that share just a few basic
similarities. Examples are the plant and animal kingdoms. The species is the smallest and
most exclusive grouping. It consists of organisms that are similar enough to produce fertile
offspring together. Closely related species are grouped together in a genus.

Figure 1: Linnaean system

Photo credit to bio.libretexts.org

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 The broadest category in the Linnaean system is the kingdom. Figure 1 shows the
Animal Kingdom because Homo sapiens belongs to that kingdom. Other kingdoms include
the Plant Kingdom, Fungus Kingdom, and Protist Kingdom.
Kingdoms are divided, in turn, into phyla (phylum, singular). Each phylum is divided
into classes, each class into orders, each order into families, and each family into genera
(genus, singular). Each genus is divided into one or more species. The species is the
narrowest category in the Linnaean system. A species is defined as a group of organisms that
can breed and produce fertile offspring together.
Binomial Nomenclature

Linnaeus is also famous for his method of naming species, which is still used today.
The method is called binomial nomenclature. Every species is given a unique two-word
name. Usually written in Latin, it includes the genus name followed by the species name.
Both names are always written in italics, and the genus name is always capitalized. For
example, the human species is named Homo sapiens. The species of the family dog is
named Canis familiaris.
Coming up with a scientific naming method may not seem like a big deal, but it really
is. Prior to Linnaeus, there was no consistent way to name species. Names given to organisms
by scientists were long and cumbersome. Often, different scientists came up with different
names for the same species. Common names also differed, generally from one place to
another. A single, short scientific name for each species avoided a lot of mistakes and
confusion.

Domains
When Linnaeus was naming and classifying
organisms in the 1700s, almost nothing was
known of microorganisms. With the
development of powerful microscopes,
scientists discovered many single-celled
organisms that didn’t fit into any of Linnaeus’
kingdoms. As a result, a new taxon, called
the domain, was added to the classification
system. The domain is even broader than the
kingdom
Photo credits to https://biologydictionary.net/domain/
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 What’s More

Activity 1: IDENTIFICATION
Directions: Identify the following questions below. Write your answer in a separate sheet of
paper.

________________1. The idea that species change over time, gives rise to new species,
and share a common ancestor.
________________2. He is called the father of taxonomy.
________________3. The Linnaean system of classification consists of a hierarchy of
groupings, called _________.
________________4. The largest and most inclusive grouping. It consists of organisms
that share just a few basic similarities.
________________5. The smallest and the most exclusive groupings.
________________6. Closely related species are grouped together in a _________.
________________7. Linnaeus is also famous for his method of naming species, which
is still used today. What method is this?
________________8. With the development of powerful microscopes, scientists
discovered many single-celled organisms that didn’t fit into any of
Linnaeus’ kingdoms. As a result, a new taxon, called
the _________.
________________9. Homo sapiens belongs to _________.
________________10. The process where the survival of two species is dependent on
each other.

What I Have Learned

Activity 2: TRUE OR FALSE

Directions: Write TRUE if the statement is correct, otherwise FALSE if the statement is
incorrect.

_____1. Homo sapiens belongs to kingdom.

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 _____2. Genus is the largest and most inclusive grouping. It consists of organisms that
share just a few basic similarities.
_____3. Coevolution is the process where the survival of two species is dependent on
each other.
_____4. Charles Darwin is called the father of taxonomy.
_____5. Closely related species are grouped together in a genus.

What I Can Do

Activity 3: BIG IDEA

Directions: Complete the table below by sharing what you’ve learned listed in the BIG
IDEA. Write your answer in a separate sheet of paper.

BIG IDEA Share What You Know

Kingdom

Domain

RUBRIC

Exemplary Good Satisfactory Poor

35 20 15 10
- Comprehensive - Information clearly - Information Information has
information covers the topic release to subject little to do with or
- Clear, focused, - Focused, but not but has gaps does not cover
Quality of interesting captivating. - Hard to follow topic
Information - Includes several - Provides 1-2 details/ - No detail/
supporting details/ examples examples
examples
Rubric modified from SHS Teacher Shiahari I. Cortez, UCNHS, Umingan, Pangasinan

21
 Assessment

Let us try how far have you learned from this module. Get your paper and pen for
your post-test.

Directions: Read carefully each item. Chose the letter of the correct answer. Write your
answer in a separate sheet of paper.

1. Organisms are capable of producing more offspring than their environments can
support. Thus, there is competition for limited resources in each generation.
A. Natural selection
B. Traits are often heritable
C. Offspring vary in their heritable traits
D. More offspring are produced than can survive
2. The scientific name of dog.
A. Canabis familiaris C. Homo sapiens
B. Canis familiaris D. Homo habiles
3. He is called the father of taxonomy.
A. Carl Darwin B. Charles Darwin C. Carl Linnaeus D. Charles Linnaeus
4. He is a British naturalist who proposed the theory of biological evolution by natural
selection.
A. Charles Darwin B. Carl Linnaeus C. Carl Darwin D. Charles Linnaeus
5. The smallest and most exclusive grouping.
A. Family B. Genus C. Species D. Kingdom
6. What year did Darwin wrote an influential and controversial book called On the
Origin of Species?
A. 1849s B. 1850s C. 1851s D. 1852s
7. In living organisms, many characteristics are inherited, or passed from parent to
offspring.
A. Natural selection
B. Traits are often heritable
C. Offspring vary in their heritable traits
D. More offspring are produced than can survive

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8. This is a species-independent type of evolution, as demonstrated by the ability of
numerous invertebrates such as spiders, weaver ants, and silk moths to produce silk to
capture prey.
A. Convergent evolution C. Divergent evolution
B. Coevolution evolution D. Evolution
9. With the development of powerful microscopes, scientists discovered many single-
celled organisms that didn’t fit into any of Linnaeus’ kingdoms. As a result, a new
taxon, called the ______.
A. Species B. Genus C. Kingdom D. Domain
10. Linnaeus is also famous for his method of naming species, which is still used today.
The method is called __________.
A. binomial nominclature B. binomial nomencreature
B. binomial nomination D. binomial nomenclature
11. Many species have differentiated due to changes in geographical conditions or natural
selection.
A. Coevolution evolution C. Donvergent evolution
B. Divergent evolution D. Evolution
12. It is the largest and most inclusive grouping in the hierarchy of groupings.
A. Kingdom B. Genus C. Family D. Species
13. They are based on symbiotic relationships such as commensalism, predation, and
mutualism.
A. Convergent evolution C. Divergent evolution
B. Coevolution evolution D. Evolution
14. The offspring in any generation will be slightly different from one another in their
traits (color, size, shape, etc.), and many of these features will be heritable.
A. Natural selection
B. Traits are often heritable
C. Offspring vary in their heritable traits
D. More offspring are produced than can survive
15. The broadest category in the Linnaean system.
A. Family B. Genus C. Species D. Kingdom

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 Additional Activities

Activity 4: MAKE A DIAGRAM

Directions: Make a diagram that explains the figure below.
Figure

Photo credits to https://biologydictionary.net/domain/

RUBRIC
Exemplary Good Satisfactory Poor
35 20 15 10
- Comprehensive - Information clearly - Information Information has
information covers the topic release to subject little to do with or
- Clear, focused, - Focused, but not but has gaps does not cover
Quality of interesting. captivating. - Hard to follow topic
Information - No detail
Rubric modified from SHS Teacher Shiahari I. Cortez, UCNHS, Umingan, Pangasinan

24
 Answer Key

EXPLAIN HOW POPULATIONS OF ORGANISMS HAVE

Lesson CHANGE AND CONTINUE TO CHANGE OVER TIME
SHOWING PATTERNS OF DESCENT WITH MODIFICATION
1 FROM COMMON ANCESTORS TO PRODUCE THE
ORGANISMAL DIVERSITY OBSERVED TODAY

What I Know
A 13.
C 12. Activity 1: Photo Analysis
D 11. Refer to the rubric provided in the activity.
C 10.
A 9. Activity 2: Concept Map
C 8.
Refer to the rubric provided in the activity.
B 7.
D 6. Activity 3: True or False
B 5.
A 4. 10. FALSE
C 3. 9. TRUE
15. A A 2. 8. FALSE
14. A B 1. 7. TRUE
6. TRUE
5. FALSE
4. TRUE
3. TRUE
2. FALSE
1. TRUE

Activity 4: Share what I’ve learned

Refer to the rubric provided in the activity.

Activity 5: KWL Table “Your Reflection”

Refer to the rubric provided in the activity.

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 Lesson DESCRIBE HOW THE PRESENT SYSTEM OF
CLASSIFICATION OF ORGANISMS BASED ON
2 EVOLUTIONARY RELATIONSHIPS

What I Know Activity 1: Identification Activity 2: Concept Map

A 13. 10. Coevolution
A 12. 9. Kingdom
B 11. 8. Domain
D 10. nomenclature
D 9. 7. Binomial TRUE 5.
B 8. 6. Genus FALSE 4.
C 7. 5. Species TRUE 3.
B 6. 4. Kingdom FALSE 2.
C 5. 3. Taxa TRUE 1.
A 4. 2. Carl Linnaeus
C 3. 1. Evolution
15. D B 2.
14. D D 1.

Activity 3: BIG IDEA

Refer to the rubric provided in the activity.

Activity 4: Make a Diagram

Refer to the rubric provided in the activity.

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 References
A. WEBSITES

Darwin, evolution, & natural selection (2020). Khan Academy

https://www.khanacademy.org/science/ap-biology/natural-selection/natural-selection-
ap/a/darwin-evolution-natural-selection

Warlito Zamora Canoy·(2017). 9.2 Biological Diversity.

https://www.facebook.com/notes/earth-and-life-science/92-biological-
diversity/2006805229556123/

Tanya Dewey (n.d). Organismal classification - evolutionary relationships and ranks.

https://animaldiversity.org/animal_names/phylogeny_ranks/#:~:text=Systematics%20
%E2%80%93%20the%20systematic%20classification%20of,taxa%20(groups%20of
%20organisms).

https://www.biologydiscussion.com/essay/evolution-and-classification-of-organism-on-
earth/1659

http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1447586&

Classification: Reconciling Old & New Systems.

https://animaldiversity.org/animal_names/rank_inconsistency/

Classification of Living Things (2017). https://www.ck12.org/book/ck-12-life-science-for-

middle-school/section/2.3/

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