Teacher Christian Errol P.

Alarba Grade Level 12

Date Nov 17, 2018 Learning Area General Biology II

Content Standard The learners demonstrate an understanding of basic taxonomic

I. Objectives concepts and principles, description, nomenclature,
identification, and classification.
Learning Competency Code STEM_BIO11/12IIIhj-14
Instructional Objective/s:
 Demonstrate how shared derived characters can be used to reveal degrees of relationship.
 Build a simple cladogram to infer evolutionary relatedness.
Key Concepts:
 Phylogeny- the evolutionary relationships among organisms
 Cladogram- a phylogenetic tree that shows relationship of taxa based on shared derived characters
 Character- any trait of an organism that can be described or measured
 Character state- describes the character. A particular character can have several character states
Example: Corolla is a character. Character states can be: shape of the corolla, color of corolla, number
of petals comprising the corolla.
 Homologous characters - characters having similar structures because these were derived from a
common ancestor
 Analogous characters-characters that have separate evolutionary origins, but are superficially similar
because they perform the same function. Analogous characters are the result of convergent evolution.
II. Subject Matter Systematics Based on Evolutionary Relationships: Phylogeny
III. Learning Resource Materials: bond/pad paper, marker, activity sheets
References:
Taxonomic Classification and Phylogenetics Trees.trees
http:// www.mhhe.com/biosci/pae/zoology/cladogram/index.mhtml.

Cladogram and Phylogenetic Trees:Evoution Classifications

http://study.com/academy/lesson/cladograms-and-phylogenic-treesevolution-
classifications.html.

Constructing a Phylogenetic tree

http://evolution.berkeley.edu/evolibrary/article/0_0_0/phylogenetics_11.

Activity sheets:
https://www.bu.edu/gk12/eric/cladogram.pdf
https://jdyeakel.github.io/teaching/dinos/Section_4_Cladistics2.pdf

Video presentation:
Evolution and Tree of Life (Introduction)
https://www.youtube.com/watch?v=pktDqFy5IcE
IV. Procedure / Learning Tasks:
A. ENGAGE:
Inquiry-based Approach
Three previously unknown vertebrates have been discovered in a rain forest in South America. One animal is
very similar to an iguana lizard. The second animal resembles a large rat. The third is similar to a goldfish.

Theoretically, how would you organize these three unknown vertebrates based on relatedness and historical
descent?
Present the learning objectives of the day:
 Demonstrate how shared derived characters can be used to reveal degrees of relationship.
 Build a simple cladogram to infer evolutionary relatedness.
Key Concepts:
 Phylogeny- the evolutionary relationships among organisms
 Cladogram- a phylogenetic tree that shows relationship of taxa based on shared derived characters
 Character- any trait of an organism that can be described or measured
 Character state- describes the character. A particular character can have several character states
Example: Corolla is a character. Character states can be: shape of the corolla, color of corolla, number of petals
comprising the corolla.
 Homologous characters - characters having similar structures because these were derived from a
common ancestor
 Analogous characters-characters that have separate evolutionary origins, but are superficially similar
because they perform the same function. Analogous characters are the result of convergent evolution.

Introduction:

1. Ask learners: “Do you remember the last time you had a family reunion? A summer vacation or a
family gathering and the latest family picture taken together? Can you describe your family members? What
makes you similar to them and what makes you unique?”

2. Ask learners to list characters or features that served as evidences (e.g. morphological, genetic, etc.)
that indeed they belong to the same family. Ask learners to note as many as they can think of.
Sample responses:
• Color of the eyes (e.g. brown, black)
• Texture and color of the hair (e.g. curly black hair)
• Color of the skin (e.g. fair complexion)
• Blood type (e.g. A, AB, O, B)
• Height
• Shape of the nose

3. Explain, “Basically, a family picture represents a family tree. Family trees show how people are related to each
other. Similarly, scientists use phylogenetic trees like cladograms to study the relationships among organisms.
Sometimes, family trees are used to show relationships between individuals. Those who are closely related are
located closer together than those who are only distantly related. For instance, in a family tree, we can see that
the siblings are close together, indicating a close genetic relationship. But the siblings are far from their great
aunt, indicating a more distant genetic relationship. Family trees can also be used to see ancestral connections.
That is, we can see that all the people in the last generation have the same great-great-grandparents in common.
This same idea of relationships can be used in science. Biologists use phylogenetic trees to
illustrate evolutionary relationships among organisms.

Figure 1: Family Tree Figure 2: Phylogenetic Tree

B. EXPLAIN:
The Anatomy of a Phylogeny

A phylogenetic tree includes several components. At the

right (in this case; see Fig 3) are the terminal nodes or
“tips” of the tree. These typically represent individual
species or larger taxonomic groups, and all are
contemporaries of one another (for example, all may be
living at present, in which case A through F would all
represent modern species). The terminal nodes are
connected to one another through branches that join at
“internal nodes.” Internal nodes represent inferred
lineage splitting (speciation) events that give rise to
descendant sister groups—in other words, they
represent the common ancestors from which two or
more related lineages are descended.
Figure 3 (Anatomy of a phylogenic tree)

In this figure, the node marked with an asterisk represents the most recent common ancestor of species A and B,
and the one marked with two asterisks is the most recent common ancestor of species A, B, and C. The pattern
of branching—known as the “topology” of the tree—indicates evolutionary relatedness. For example, species A
and B share a recent common ancestor that was not shared by the other species and are therefore called “sister
taxa.” Similarly, species D and E are sister taxa. Species F is the most distantly related of the sample of species
and is known as the “outgroup.” Outgroup species are necessary to “root” an evolutionary tree—that is, to
indicate the last common ancestor (i.e., the deepest internal node) shared by the entire group of species.

Phylogenies indicate both relatedness and historical

descent. As a rough analogy, phylogenies can be
compared to pedigrees of human families. Figure 4 shows
a simple “phylogeny” of human relationships. You, are
indicated as one terminal node, along with a sibling with
whom you share a recent common ancestor (your parent).
Also depicted are two of your cousins, each of whom is
equally related to you and to your sibling and with whom
you share a more distant common ancestor (your
grandparent). You are not descended from your sibling or
from your cousin (nor are they descended from you)— Figure 4 (Family tree)
rather, your relatedness is determined by the pattern of
descent and ancestry going back in time.

(Refer to figure 5). b shows a phylogeny of the

contemporary species C, K, Y, and S. Y is not descended
from S (nor vice versa), but rather these are sister taxa
that are both descended from their common ancestor, P.
Similarly, A is the common ancestor of the sister taxa C
and K. All of these species share a more distant common
ancestor, G. The ancestors A, P, and G are extinct and
may be known only from fossils or may be inferred to have Figure 5
existed using genetic or morphological data.

(Refer to figure 6). c shows the groupings of related

species and their shared ancestors, which are known as
“clades.” The clades in this tree include the groupings
[C+K+A] and [Y+S+P], which are nested within a larger
clade [C+K+A+Y+S+P+G]. Both A and P are descended
from their common ancestor G, and their descendant
clades (i.e., [C+K+A] and [Y+S+P], respectively) are
“sister groups” of one another (A and P were themselves
sister taxa). Groups that do not include the most recent
shared ancestor or that include only some of an Figure 6
ancestor’s descendants are not clades
C. EXPLORE:
ACTIVITY
Background:
What is a CLADOGRAM? It is a diagram that depicts evolutionary relationships among groups. It is based on
PHYLOGENY, which is the study of evolutionary relationships.

In the past, biologists would group organisms based solely on their physical appearance. Today, with the
advances in genetics and biochemistry, biologists can look more closely at individuals to discover their pattern of
evolution, and group them accordingly - this strategy is called EVOLUTIONARY CLASSIFICATION

CLADISTICS is form of analysis that looks at features of organisms that are considered "innovations", or newer
features that serve some kind of purpose. These characteristics appear in later organisms but not earlier ones
and are called DERIVED CHARACTERS.

Objectives: Given some groups of organisms and some of their distinguishing characteristics, you will construct
cladogram, and properly interpret and analyze that cladogram in terms of how it shows common ancestry and
degrees of evolutionary relationship.

PART I - Analyze the Cladogram

Procedure: Examine the sample cladogram, each letter on the diagram points to a derived character, or
something different (or newer) than what was seen in previous groups. Match the letter to its character. Note: this
cladogram was created for simplicity and understanding, it does not represent the established phylogeny for
insects and their relatives.

1. ______ Wings
2. ______ 6 Legs
3. ______ Segmented Body
4. ______ Double set of wings
5. ______ Cerci (abdominal appendages)
6. ______ Crushing mouthparts
7. ______ Legs
8. ______ Curly Antennae

PART II - Create Your Own Cladogram

Procedure:
 To make a cladogram, you must first look at the animals you are studying and establish characteristics
that they share and ones that are unique to each group. For the animals on the table, indicate whether
the characteristic is present or not. Using the explanations below, determine which of the characteristics
each animal has. In the Data Table provided (on your Cladogram Worksheet), place an "x" in the box if
the animal has the characteristic.

Explanations of Characteristics:

set #1: Dorsal nerve cord (running along the back or "dorsal" body surface) Notochord (a flexible but supporting
cartilage-like rod running along the back or "dorsal" surface)

set #2: Paired appendages (legs, arms, wings, fins, flippers, antennae) Vertebral column ("backbone")

set #3: Paired legs

set #4: Amnion (a membrane that holds in the amniotic fluid surrounding the embryo; may or may not be inside
an egg shell)

set #5: Mammary glands (milk-secreting glands that nourish the young)
set #6: Placenta (structure attached to inside of uterus of mother, and joined to the embryo by the umbilical cord;
provides nourishment and oxygen to the embryo)

set #7: Canine teeth short (same length as other teeth) Foramen magnum forward (spinal cord opening, located
forward, under skull)

Using the completed table (as a guide), draw a cladogram on the back of your Worksheet to illustrate the
ancestry of these animals. The diagram should reflect shared characteristics as time proceeds. An example is
shown below.

C. ELABORATE:
Part I

1. __F___ Wings
2. __C__ 6 Legs
3. __A___ Segmented Body
4. __G__ Double set of wings
5. __E___ Cerci (abdominal appendages)
6. __D__ Crushing mouthparts
7. __B___ Legs
8. __H__ Curly Antennae
 Part II

One way to discover how groups of organisms are related to each other (phylogeny) is to compare the
anatomical structures (body organs and parts) of many different organisms. Corresponding organs and other
body parts that are alike in basic structure and origin are said to be homologous structures (for example, the
front legs of a horse, wings of a bird, flippers of a whale, and the arms of a person are all homologous to each
other). When different organisms share a large number of homologous structures, it is considered strong
evidence that they are related to each other. When organisms are related to each other, it means they must have
had a common ancestor at some time in the past. If there are specific modifications of those features shared by
different groups of organisms, we say that those features are “shared derived characters”
When we do studies in comparative anatomy, and find different numbers of shared derived characters exist
between different groups, we can draw a diagram of branching lines which connect those groups, showing their
different degrees of relationship. These diagrams look like trees and are called "phylogenetic trees" or
"cladograms " (CLAY-doe-grams). The organisms are at the tips of the stems. The shared derived features of the
homologous structures are shown on the cladogram by solid square boxes along the branches, and common
ancestors are shown by circles. The more derived structures two organisms share, the closer is their evolutionary
relationship -- that is, the more recently their common ancestor lived. On the cladogram, close relationships are
shown by a recent fork from the supporting branch. The closer the fork in the branch between two organisms, the
closer is their relationship.
An overwhelming body of evidence supports the conclusion that every organism alive today and all those
who have ever lived are members of a shared heritage that extends back to the origin of life some 3.8
billion years ago. One might therefore expect it to be possible, at least in principle, to reconstruct the Tree of Life,
branch by branch, from the current diversity residing at the outermost twigs to a universally shared root.
Supplementary Activity: Video Presentation
E. EVALUATE:
Revisit the situation:
Three previously unknown vertebrates have been discovered in a rain forest in South America. One animal is very
similar to an iguana lizard. The second animal resembles a large rat. The third is similar to a goldfish. Place these
animals on your cladogram and explain why you placed them where you did (on back of the Worksheet).
Mastery Level: Instructional Decision:
Prepared by: Assessed by:
Christian Errol P. Alarba Dr. Maria Celia Malay