I.

OBJECTIVES
A. Content Standards: How evolution through natural selection can result in biodiversity
B. Performance Write an essay on the importance of adaptation as a mechanism for the
Standards: survival of a species
C. Learning
Explain the occurrence of evolution;
Competencies/Objectives
II. CONTENT Evidences of Evolution
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 227-228
Pages
2. Learner’s Materials 302-310
Pages
3. Textbook Pages Books: Department of Education (2015). K-12 Basic Education
Curriculum, Science 10 Learner’s Material (pp. 302-313). Science Link
(pp.230-236). and Cia C. Cruz - Science Quarter 3- Module 5 Evidence of
Evolution
B. Other Learning Electronic Sources
Resources https://danrogayan.weebly.com/uploads/8/2/7/4/82740308/
science_g10_lm_q3.pdfhttps://depedtambayan.net/wp-content/uploads/
2022/01/SCI10-Q3-MODULE7.pdf Laptop, Projector, and Instructional
materials
IV. PROCEDURES
A. Reviewing Previous Preliminary activities:
Lesson or Presenting the Greetings
New Lesson Prayer
Checking of attendance

A. REVIEW

So before we proceed with our lesson

for today, let us first have a review.

What is Biodiversity?

What are the Types of Biodiversity?

Why is Biodiversity Important?

 B. MOTIVATION

General Instructions: Read and

analyze the question. Identify the
correct answer by supplying the
missing letters with the given pictures.

1. These are preserved remains of

plants and animals whose bodies were
buried in sediments.

FO ILS

2. It is the change in the characteristics

of a species over several
generations and relies on the process
of natural selection.

EVO
3. Is any heritable trait that helps an
organism, such as a plant or animal,
survive and reproduce in its
environment.

ATION

C. PRESENTATION
Based on our activity, what do you
think will be our lesson for today?
B. Establishing a Purpose For today's discussion, our topic is all
for the Lesson about Evolution.

Before we begin, let me introduce to

you the objectives of our lesson this
morning.

OBJECTIVES:

At the end of this lesson, the students

are able to:
.
1. Understand how fossil records,
comparative anatomy, and embryology
provide evidence for evolution.

2. Explain the importance of evolution

 relating to how life developed on Earth
and how different species are
connected.

3. Explain the importance of evolution

C. Presenting UNLOCKING OF TERMS:

Examples/Instances of
the Lesson Evolution - the process by which
different kinds of living organisms are
thought to have developed
and diversified from earlier forms
during the history of the earth.

Evolve- develop gradually, especially

from a simple to a more complex form.

D. Discussing New Before we proceed with our lesson

Concepts and Practicing proper, let us first have a group
New Skills #1 activity.

Setting of standards:
1. Avoid unnecessary noises.
2. Roaming around is not allowed.
3. No interruptions with the other
groups.
4. Observe proper time consumption.
5. Cooperate with your group mates.
6. Listen well and respect your other
classmate’s answers.

General Instructions:
- The class will be divided into 3
groups.
- Each group is assigned with
different activities related to the topic.
- Each groups will be given 5
minutes for their group discussion.
- Choose 2 representatives per group
to present their works to the rest of
their classmates.

Group 1: The Future Me!

Materials: Bond-paper, Pencil or
Ball-pen, and coloring materials (only
if available).

Instructions: Look at the pictures

below, If you were to continue to
evolve, what do you think would be
your next appearance a million years
from now? Draw/illustrate your
answer in a bond-paper.
 Group 2: Match It!
Materials: Manila Paper, Illustrations

Instructions: Arrange the illustrations

given, identify which fossil belonged
to each animal, and paste it in the
board according to it’s correct order.

Group 3: I Know Me!

Materials: Paper, Ball-pen

Instructions: Indicate what type of

movement each limb is responsible for.

Animals Primary Functions

1. Human Picking up and
holding objects.
2. Whale
3. Cat
4. Bat
 5. Bird
6. Crocodile
Discussing New B. ANALYSIS
Concepts and Practicing Group 1.
New Skills #2 Direction: Read and answer the
following questions.
1. Based on your illustrations, what
would be your appearance million
years from now?

2. Based on the illustrations, what can

we say about evolution?

That is correct.

3. Who do you think class is the

proponent of the theory of evolution?

4. So what do you think is the main

idea of evolution class?

Another example of Evolution can be

seen in this video.

(The teacher shows a video clip about

evolution.)

The central idea of evolution is that

life on Earth shares a mutual ancestor,
as you and your cousin share a
common grandparent. Evolution
means that we're all distant cousins:
humans and oak trees, hummingbirds
and whales.

Charles Darwin proposed the idea that

all new species descend from an
ancestor. That is why he made efforts
to gather evidences to support his
claims.
This pieces of evidences are divided
into 2 groups, and what are those
class?

Correct! And what do we mean when

we say Direct evidence?

Very Good ! and what about Indirect

evidences?

Now, Let us tackle the different

evidences that supports Evolution.

So what is an example of Direct

evidence?

Part 1: Evidence of Fossils

Fossils are the preserved remains or
traces of animals, plants, and other
organisms from the past.

Scientists use fossilized plants and

animals to find similarities between
ancient species and the ones that are
alive today.

Fossils are generally formed when an

organism is covered by sediments that
then harden into sandstone or slate.
According to experts, fossil provides
direct evidence for evolution because it
can tell what has happened. By simply
studying fossils occurring in different
strata of rocks, geologists can
reconstruct evolutionary change time
and course.
Figure 1.

Figure 2.
Two types of fossils

Body Fossils were parts of the

organism, such as bones or teeth.

Trace Fossils include foot impressions,

eggs, burrows and dung.

Now what is an example of Indirect

evidence?

Part 2: Comparative Anatomy

it indicates that organisms share a
common ancestor. It also assists
scientists in classifying organisms
based on similar characteristics of their
anatomical structures.
A. Homologous and Analogous
Structure
 Homologous structures
are similar physical features in
organisms that share a common
ancestor, but the features serve
completely different functions. An
example of homologous structures
are the limbs of humans, cats,
whales, and bats.

 Analogous structures are features

of different species that are similar
 in function but not necessarily in Embryology!
structure and which do not derive
from a common ancestral feature.

B. Vestigial Structure
Is a biological structure that has lost a
major ancestral function and is usually
drastically reduced in size.

And what is the last Evidence for

evolution?
Very Good!

Part 3: Embryology
Embryos of different species can have
similarities that are not visible when
the organisms are fully formed.
 Many of these similarities are
homologous features.
 These features provide evidence
that the species are related through
evolution.
For example, during your
development, human folds in the neck
area are referred to as pharyngeal
pouches, which in some animals
become gills. This notion of
embryology as an "instant replay" of
evolution has been called the
biogenetic law.

F. Developing Mastery 1. What is evolution?

(Leads to Formative 2. Who proposed the Theory of
Assessment 3) Evolution?
3. How could the different parts and
characteristics of each organism be a
basis of how organism on today’s time
look like?
4. Why is it fossils are considered the
most important evidence of evolution.
G. Finding Practical Show students an illustration of the
Applications of Concepts factors that affect Occurrence of
and Skills in Daily Evolution.
Living (Pest Infestation)
Guide Questions:

1. What can we infer about the given

illustration?

2. Why do you think that living things

produce more offspring that actually
survive?

3. What does this imply in the

statement; Each organism has the
ability to survive.

4. Do you agree that evolution is

important?

5. Do still humans are evolving?

H. Making Let’s recall our topic for today.
Generalizations and
Abstractions about the
Lesson
I. Evaluating Learning Direction: Read each item carefully
and write the letter of the correct
answer on your 1/4 sheet of pad paper.

1. Where can most fossils be found?

A. Black soil
B. Granite rock
C. Lava flows
D. Sedimentary rock

2. The following statements describe

evolution EXCEPT
A. Evolution is continuous
B. Evolution refers to a change
C. The world is stable and unchanging
D. The mutation causes evolution only
when it becomes heritable.
3. Which of the following describes
indirect evidence for evolution?
A. It is observed or seen
B. It involves actual observations
C. It is something that does not involve
actual observation of evolution but for
which we can infer that evolution has
taken place
D. None of the above.

4. Which idea best describes the theory

of evolution?
A. Earth is comparatively young.
B. Each organism is specially shaped
C. Species are related by common
 ancestry.
D. A mix of fossils indicates that a
local catastrophe occurred

5. The following are the evidences of

evolution, Except?
A. Embryology
B. Time Scale
C. Comparative Anatomy
D. Fossil Records

J. Additional Activities 1. What are the different mechanisms

for Application or that explains the occurrence of
Remediation evolution?
REMARKS
V. REFLECTION
A. No. of learners who
earned 80% on the
formative test
B. No. of learners who
require additional
activities for remediation
C. Did the remedial
lessons work? No. of
learners who have caught
up with lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?