Earth and Life Science

Quarter 2 – Module 28:

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

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

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

This module was collaboratively designed, developed and reviewed by educators

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

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

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

Notes to the Teacher

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

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

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

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

This module has the following parts and corresponding icons:

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

What I Know This part includes an activity that aims to

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

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of

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

What’s More This comprises activities for independent

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

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to

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 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.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

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

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

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 What I Need to Know

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

The module covers:

 Lesson 1 – The Process of Evolution

After going through this module, you are expected to:

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

What I Know

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

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

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

separates from the larger group to invade a new area?
A. bottleneck effect
B. founder effect
C. gene flow
D. genetic drift
3. What refers to any movement of genes from one population to another?
A. gene flow
B. genetic shuffling
C. genetic variation
D. mutation

4. Who is the Father of evolution?

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

5. He proposed the theory of use and disuse.

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

6. He believed that populations grow geometrically while resources

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

7. Who is the Father of taxonomy?

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

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

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

9. Who proposed the theory that involves natural selection?

A. Carolus Linnaeus
B. Charles Darwin
C. Jean Baptiste de Lamarck
D. Thomas Malthus
10. This is also called migration
A. gene flow
B. genetic shuffling
C. genetic variation
D. mutation

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

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

12. Refers to a change over time

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

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

14. Explains the difference in survival of individual and reproduce

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

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

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

28 The Process of Evolution

Charles Darwin formulated the theory of evolution by natural selection in

his book “On the Origin of Species” in 1859. It refers to a change over time and the
process by which modern organisms have descended from ancient organisms

What’s In

Activity 1

Inside the clouds write your own thoughts about evolution.

What’s New

There were scientists who contributed to the historical developments of

evolutionary thoughts.

Activity 2 The Who?

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

A H M U T L S
1._____________________________________Believed that populations grow
geometrically while resources slowly increase or not at all, leading to competition
A N D W R I
2. _____________________________________Thought the idea of descent modification
N I L E N A S U
3. _____________________________________ Father of taxonomy

W L E L C A A
4. _____________________________________ Realized that species evolved because
fittest individuals survived and reproduced passing their advantageous characters
A A C R L K M
5. _____________________________________ Proposed the theory of inheritance of
acquired traits and theory of use and disuse

What is It

Mechanisms of Evolutionary Changes

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

Activity 3

Complete the concept map

MECHANISMS
OF
EVOLUTIONAR
Y CHANGES
 What’s More

Lamarckian vs. Darwinian Evolution

According to Lamarck’s theory of evolution, organisms change during their

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

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

What I Have Learned

Activity 5

Complete the sentences.

1. ______________________ refers to a change over time.

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

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

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

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
____________________________________________________________________

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

__________ __________ __________ __________ __________

 Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. Refers to a change over time
a. evolution
b. gradualism
c. migration
d. mutation

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

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

environment
a. evolution
b. gene flow
c. gradualism
d. natural selection

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

such as fires, earthquakes and floods
a. bottleneck effect
b. founder effect
c. genetic flow
d. natural selection

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

a. evolution
b. gene flow
c. gradualism
d. natural selection

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

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

8. This is also called migration

a. gene flow
b. genetic shuffling
c. genetic variation
d. mutation

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

a. adaptation
b. fitness
c. natural selection
d. natural variation

10. Father of evolution

a. Alfred Russel Wallace
b. Carolus Linnaeus
c. Charles Darwin
d. Jean Baptiste de Lamarck

11. Proposed the theory of use and disuse.

a. Alfred Russel Wallace
b. Carolus Linnaeus
c. Charles Darwin
d. Jean Baptiste de Lamarck

12. Believed that populations grow geometrically while resources slowly

increase leading to competition
a. Alfred Russel Wallace
b. Carolus Linnaeus
c. Jean Baptiste de Lamarck
d. Thomas Malthus

13. Father of taxonomy

a. Alfred Russel Wallace
b. Carolus Linnaeus
c. Jean Baptiste de Lamarck
d. Thomas Malthus

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

lifetime to survive then pass these changes to their offspring
a. Carolus Linnaeus
b. Charles Darwin
 c. Jean Baptiste de Lamarck
d. Thomas Malthus

15. His theory involves natural selection

a. Carolus Linnaeus
b. Charles Darwin
c. Jean Baptiste de Lamarck
d. Thomas Malthus

Additional Activities

Activity 8

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

A. There was a variety of

1. neck lengths of giraffes.

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

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

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

Assessment What's in What I Know

1. A 9. D Activity 1 1. D 9. B
2. A 10. C 2. B 10. A
3. D 11. D 3. A 11. D
1. fossil records
4. A 12. D 4. C 12. A
2. comparative anatomy
5. B . 13. B 5. D 13. A
3.comparative
6. D 14. C 6. D 14. D
embryology
7. D 15. B 7. B 15. C
4.comparative
8. A 8. C
biochemistry
5. molecular biology

What's New What's It What's More

Activity 2 Activity 4
Activity 3
1. MALTHUS Sample illustration of
2. DARWIN genetic drift Lamarck and Darwin’s
3. LINNAEUS mutation
4. WALLACE
theory of evolution
gene flow
5. LAMARCK
natural selection
nonrandom mating

What can I do
Activity 7
What can I do What can I do 1. 2
2. 4
Activity 5 Activity 6
3. 5
4. 3
1. evolution First stage – Human 5. 1
2. Charles Darwin used cans with strings
3. taxonomy to pass the message.
4. competition Second stage – Human
developed wired Additional
5. Jean Baptiste de Lamarck
6. natural selection telephone. Activity
7. gene Third stage – Human
8. mutation used wireless Activity 8
telephone.
9. founder effect
Fourth stage – People
10. bottleneck effect 1. C
able to see the caller’s
2. D
image using 3. A
smartphones 4. B
References

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

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