Republic of the Philippines

Department of Education
Region I
SCHOOLS DIVISION OF ILOCOS NORTE

General Biology 2
Quarter 3 – Module 4 :
Evidences Of Evolution

MELC: Explain evidences of evolution (e.g., biogeography,

fossil record, DNA/protein sequences, homology, and embryology)
(STEM_BIO11/12-IIIc-g-12)

Infer evolutionary relationships among organisms using the

evidence of evolution (STEM_BIO11/12-IIIc-g-13)

Prepared by:
JHON CARLO A. MANGOAGUI
Teacher I
Catagtaguen National High School
General Biology 2- Grade 11/12
Quarter 3 – Module : Explain evidences of evolution (e.g., biogeography,
fossil record, DNA/protein sequences, homology, and
embryology)
Infer evolutionary relationships among organisms using
the evidence of evolution
First Edition, 2020

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 11
General Biology 2
Quarter 3 – Module 4 :
Introductory Message
For the Facilitator:

Welcome to the General Biology 2 Module on Explain evidences of evolution (e.g.,

biogeography, fossil record, DNA/protein sequences, homology, and embryology)
and Infer evolutionary relationships among organisms using the evidence 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:

Note 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.
For the learner:

Welcome to the General Biology 2 Module on Explain evidences of evolution (e.g.,

biogeography, fossil record, DNA/protein sequences, homology, and embryology)
and Infer evolutionary relationships among organisms using the evidence of
evolution
. 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 This will give you an idea of the skills or competencies
to Know you are expected to learn in the module.

1
 This part includes an activity that aims to check what
What I Know
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.

In this portion, the new lesson will be introduced to

What’s New
you in various ways such as a story, a song, a poem,
a problem opener, an activity or a situation.

This section provides a brief discussion of the lesson.

What is it
This aims to help you discover and understand new
concepts and skills.

This comprises activities for independent practice to

What’s More
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 This includes questions or blank sentence/paragraph

Learned to be filled in to process what you learned from the
lesson.

What I Can This section provides an activity which will help you
Do transfer your new knowledge or skill into real life
situations or concerns.

This is a task which aims to evaluate your level of

Assessment
mastery in achieving the learning competency.

Additional In this portion, another activity will be given to you to

Activities enrich your knowledge or skill of the lesson learned.

Answer Key This contains answers to all activities in the module.

At the end of this module you will also find:

This is a list of all sources used in developing this

References module.

2
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!

What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the Differentiate of aerobic from anaerobic respiration. 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 consists of:

Lesson 1 Explain evidences of evolution (e.g., biogeography,
fossil record, DNA/protein sequences, homology, and embryology)

Lesson 2 Infer evolutionary relationships among organisms using the evidence of

evolution

After going through this module, you are expected to:

1. Explain evidences of evolution (e.g., biogeography,
fossil record, DNA/protein sequences, homology, and embryology)

2. Infer evolutionary relationships among organisms using the evidence of

evolution

3
 What I Know

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

1. Which concept is part of the modern evolutionary theory, but not the
Darwin’s original theory?
a. Variations in traits are caused by mutation and recombination
b. Species tend to produce more offspring than can survive
c. Better adapted individuals survive to produce offspring
d. The environment is responsible for eliminating less fit individuals
2. “It is likely that ducks developed webbed feet because ducks need
webbed feet for efficient swimming” this attempt to explain the
development of webbed feet in ducks most nearly matches the
theory of evolution proposed by ____________________.
a. Jean Lamarck c. Charles Darwin
b. Gregor Mendel d. Francis Crick
3. Structural physiological changes within a species occur over an
extended period of time. These changes appear to be the product of
the natural selection of favorable traits within the species. These
statements best describe the concept of ________________.
a. Spontaneous mutation
b. Reproductive isolation
c. Homeostasis
d. Evolution
4. Which theory is best illustrated by the flow chart shown?

Overproduction
+ → Struggle for existence
Limited Niches + → Survival of most highly adapted
Hereditary Variation + → EVOLUTION
Environmental change
a. Cell theory
b. Theory of acquired characteristics
c. Use and disuse theory
d. Theory of natural selection
5. Organic evolution is best described as _____________.
a. a process of change through time
b. a process by which an organism becomes extinct
c. the movement of large land masses
d. the spontaneous formation of all species

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6. The leg structures of many different vertebrates are quite similar in
number and location of bones. Most scientist would probably
explain this on the basis of ___________________.
a. Needs of organism
b. Common society
c. Chance occurrence
d. Inheritance of acquired traits
7. Which of the following statements shows an idea that was an
original part of Darwin’s theory of natural selection?
a. Gene mutations provide the basis for variation
b. More offspring are produced than can survive
c. Organs evolve as a result of need
d. Gene pools of a population tend to remain stable
8. The introduction of new genes into the gene pool of a population
occurs through the process of _________________.
a. Survival of the fittest
b. Competition between organisms
c. Mutation
d. Overproduction
9. The diagram shown represents a section of undistributed layers of
sedimentary rock in New York State and shows the location of
fossils of several closely related species. According to currently
accepted evolutionary theory, which is the most probable
assumption about species A, B and C?

Surface of Ground
Species A
Species B and A
Species B
Species C

a. Species B is more abundant than species C .

b. Species C existed before species B
c. Species A and B are genetically identical
d. Species B descended from species A
10. Evidence of the changes in a species` physical characteristics
over long geological periods can best be shown through a study
of______________.
a. the homologous structures of present-day species
b. comparative biochemistry
c. the fossil record
d. comparative embryology

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11. According to Darwin’s theory of natural selection, the
individuals that tend to survive are those that have ______________.
a. characteristics their parents by use and disuse
b. undergone mutations
c. the smallest number of offspring
d. variations best suited to the environment
12. Who among these scientists proposed theories that attempted to
explain the evolution of organisms?
a. Miller and Linnaeus
b. Watson and Crick
c. Darwin and Lamarck
d. Morgan and Mendel

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 Lesson Evidences of Evolution
7

Welcome to the Alternative Delivery Module (ADM) on the Evidences of Evolution

What’s In

Activity 1. Describe me!

Directions: I. Use the words inside the box to identify the term that is being
described in each item
Wordbank:
Paleontologist Comparative Embryology
Biogeography
Comparative Anatomy Adaptive Radiation

1. scientists who find and study fossils

2. the study of how and why plants and animals live where they do
3. the process by which a single species evolves into many new species to fill
available niches
4. the study of the similarities and differences in the embryos of different
species
5. the study of the similarities and differences in the structures of different
Species

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 What is New

Fossil Evidence
Nicholas
The fossil record provides Steno's
anatomical
snapshots of the past that, when drawing of an
assembled, illustrate a panorama of extant shark
evolutionary change over the past four (left) and a
fossil shark
billion years. The picture may be tooth (right).
smudged places and may have bits Steno made
the leap and
missing, but fossil evidence clearly declared that
shows that life is old and has changed the fossil
teeth indeed
over time came from
the mouths of
once-living
sharks.

Source: https://evolution.berkeley.edu/evolibrary/article/lines_02

Early fossils Discoveries

In the 17th century, Nicholas Steno shook the world of science, noting the
similarity between shark teeth and the rocks commonly known as "tongue
stones." This was our first understanding that fossils were a record of past
life.

Transitional forms

Fossils or organisms that show the intermediate states between an ancestral

form and that of its descendants are referred to as transitional forms. There
are numerous examples of transitional forms in the fossil record, providing
an abundance of evidence for change over time.

Pakicetus (below), is described as an early ancestor to modern whales.

Although pakicetids were land mammals, it is clear that they are related to
whales and dolphins based on a number of specializations of the ear,
relating to hearing. The skull shown here displays nostrils at the front of the
skull.

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A skull of the gray whale that roams the seas today has its nostrils placed at
the top of its skull. It would appear from these two specimens that the
position of the nostril has changed over time and thus we would expect to
see intermediate forms

Source: https://evolution.berkeley.edu/evolibrary/article/lines_02

Note that the nostril placement in Aetiocetus is intermediate between the

ancestral form Pakicetus and the modern gray whale — an excellent example
of a transitional form in the fossil record!

Our understanding of the evolution of horse feet, so often depicted in

textbooks, is derived from a scattered sampling of horse fossils within the
multi-branched horse evolutionary tree. These fossil organisms represent
branches on the tree and not a direct line of descent leading to modern
horses.

But, the standard diagram does clearly show transitional stages whereby the
four-toed foot of Hyracotherium, otherwise known as Eohippus, became the
single-toed foot of Equus. Fossils show that the transitional forms predicted
by evolution did indeed exist.

As you can see to the right, each

branch tip on the tree of horse
evolution indicates a different
genus, though the feet of only a
few genera are illustrated to show
the reduction of toes through time.

Source:
https://evolution.berkeley.edu/evolibrary/article/lin
es_02

9
Fossils can tell us about growth
patterns in ancient animals. The
picture at right is a cross-section
through a sub-adult thigh bone of
the duckbill dinosaur Maiasaura.
The white spaces show that there
were lots of blood vessels running
through the bone, which indicates
that it was a fast-growing bone.
The black wavy horizontal line in
mid-picture is a growth line, Source:https://evolution.berkeley.edu/evolibr
reflecting a seasonal pause in the ary/article/lines_02
animal's growth.

This ammonite fossil (see right)

shows punctures that some
scientists have interpreted as the
bite mark of a mosasaur, a type of
predatory marine reptile that lived
at the same time as the ammonite.
Damage to the ammonite has been
correlated to the shapes and
capabilities of mosasaur teeth and
jaws. Others have argued that the Source:https://evolution.berkeley.edu/evolibr
holes were created by limpets that ary/article/lines_02
attached to the ammonite.
Researchers examine ammonite
fossils, as well as mosasaur fossils
and the behaviors of limpets, in
order to explore these hypotheses.

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Formations of Fossils
Compression Fossil- Fossil
Presrved in Sedimentary rock that
has undergone physical
compresion
Source:https://www.slideshare.net/CandelaContent
/evidence-of-evolution-60297093

Petrification – Organic material

converted into stone through
replacement of original material
with minerals
Source:https://www.slideshare.net/CandelaContent
/evidence-of-evolution-60297093

Impression- Dimensional imprint

of organism without any organic
material left

Source:https://www.slideshare.net/CandelaContent
/evidence-of-evolution-60297093

Molds and Cast- original bone or

shell dissolves away leavibng
behind empty space
Depression- Mold
Cast- space filled with other
sediments in the shape of the Source:https://www.slideshare.net/CandelaConten/
evidence-of-evolution-60297093
original organism

Intact Preservation- Oozing tree

sap traps insects and other
organism
Amber- when the sap (or resin ) Source:https://www.slideshare.net/CandelaContent
/evidence-of-evolution-60297093
Fossilizes

2
 What is It
Comparative anatomy is a study of the differences and similarities in the
anatomy of two species. In general, it includes a comparison of body
structures of two species. It is similar to phylogeny and evolutionary biology.
Evolution is nothing but a genetic change that occurs in a population over
time. As a result, the offspring’s look much different from their parents. It is
caused due to the shuffling of genes resulting in a new trait thus helping the
organism to survive.
This field is mainly constrained to the study of vertebrate animals. But how
do we witness the evolution that has occurred several million years ago?
Through an enormous amount of evidence that witnesses the occurrence of
evolution. Comparative anatomy is one among the type of evidence.
The two major concepts of the comparative anatomy include Analogous
Structures and Homologous Structures.

Source: https://byjus.com/biology/comparative-anatomy/

Analogous Structures
Analogous structures are similar structures in different organisms. These
structures are just opposite to that of homologous structures. They look
similar and perform the same functions that are they are anatomical features.
For instance insect wings and bird wings. There both wings perform the same
function as they are used for flight. But they are not similar in structure. The
bird’s wings are similar to human hands in the structure in comparison to
insect wings. Analogous structure emerges from convergent evolution.

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 Source:https://www.slideshare.net/CandelaContent/evidence-of-evolution-60297093

Homologous Structures
Homologous structures are similar in two organisms which have the same
ancestors but the functions performed may or may not be the same. For
instance whales, birds and humans all possess the same arm bone structure.
Another example of the homologous structure is forelimb structure that is
similar to whales and cats. At first glance, we may not think that humans and
whales are closely related but several million years ago there existed an
ancestor that was similar to both humans and whales. The offspring that
evolved was a new species. Furthermore, even newer species were evolved
from those species.

Source:https://www.slideshare.net/CandelaContent/evidence-of-evolution-6029709

There are many forms of evidence for evolution. One of the strongest forms of
evidence is comparative anatomy; comparing structural similarities of
organisms to determine their evolutionary relationships. Organisms with
similar anatomical features are assumed to be relatively closely related

2
evolutionarily, and they are assumed to share a common ancestor. As a result
of the study of evolutionary relationships, anatomical similarities and
differences are important factors in determining and establishing
classification of organisms.

Some organisms have anatomical structures that are very similar in

embryological development and form, but very different in function. These are
called homologous structures. Since these structures are so similar, they
indicate an evolutionary relationship and a common ancestor of the species
that possess them. A clear example of homologous structures is the forelimb
of mammals. When examined closely, the forelimbs of humans, whales, dogs,
and bats all are very similar in structure. Each possesses the same number
of bones, arranged in almost the same way. While they have different external
features and they function in different ways, the embryological development
and anatomical similarities in form are striking. By comparing the anatomy
of these organisms, scientists have determined that they share a common
evolutionary ancestor and in an evolutionary sense, they are relatively closely
related.

Other organisms have anatomical structures that function in very similar

ways, however, morphologically and developmentally these structures are
very different. These are called analogous structures. Since these structures
are so different, even though they have the same function, they do not indicate
an evolutionary relationship nor that two species share a common ancestor.
For example, the wings of a bird and dragonfly both serve the same function;
they help the organism to fly. However, when comparing the anatomy of these
wings, they are very different. The bird wing has bones inside and is covered
with feathers, while the dragonfly wing is missing both of these structures.
They are analogous structures. Thus, by comparing the anatomy of these
organisms, scientists have determined that birds and dragonflies do not
share a common evolutionary ancestor, nor that, in an evolutionary sense,
they are closely related. Analogous structures are evidence that these
organisms evolved along separate lines.

Vestigial structures are anatomical features that are still present in an

organism (although often reduced in size) even though they no longer serve a
function. When comparing anatomy of two organisms, presence of a structure
in one and a related, although vestigial structure in the other is evidence that
the organisms share a common evolutionary ancestor and that, in an
evolutionary sense, they are relatively closely related. Whales, which evolved
from land mammals, have vestigial hind leg bones in their bodies. While they
no longer use these bones in their marine habitat, they do indicate that
whales share an evolutionary relationship with land mammals. Humans have
more than 100 vestigial structures in their bodies.

Convergent evolution – similar structures to similar environmental pressure

Body shape of fish, dolphins ichthyosaurs (extinct)

3
 Source:https://www.slideshare.net/CandelaContent/evidence-of-evolution-60297093

Comparative anatomy is an important tool that helps determine evolutionary

relationships between organisms and whether or not they share common
ancestors. However, it is also important evidence for evolution. Anatomical
similarities between organisms support the idea that these organisms evolved
from a common ancestor. Thus, the fact that all vertebrates have four limbs
and gill pouches at some part of their development indicates that evolutionary
changes have occurred over time resulting in the diversity we have today.

Biogeography
The study of past and present distributions of organism

source:https://www.britannica.com/science/biogeography

Continental drift Movements of major land masses due to plate tectonics

Embryology

Embryos shows common ancestry

-Gills slits in human, chick,
fish and amphibian embryos

Source:https://www.slideshare.net/CandelaContent/evidence-of-evolution-60297093

4
DNA/RNA- all organism use DNA/RNA and proteins as basis inheritance
- Similar species have similar DNA
- Can use whole genomes or single/groups of genes
- Mitochondrial DNA- does not degrade as quickly as nuclear DNA
- Y chromosomes- accumulate changes more slowly than x
- Can use DNA as molecular clock to estimate when organism diverged
- Proteins – Cytochrome C used in electron transport chain of cellular
respiration

Source:https://www.slideshare.net/CandelaContent/evidence-of-evolution-60297093

What’s More
Activity 2: Answer Me!
ANALOGOUS STRUCTURES (definition):
__________________________________________________________________________________
_________________________________________________________________________________

Source: file:///C:/Users/Lenovo
PC/Desktop/jc%20modules/evidence%20of%20evolution%20answers%20.pdf

2
a. What function do these structures share?
_____________________________________________________________________
_____________________________________________________________________

b. How are these structures different?

_____________________________________________________________________
_____________________________________________________________________

c. Do birds and insects share any structural (elements inside the wing)
similarities that would suggest they are closely related taxonomically?
_____________________________________________

What I have Learned

1.Fossils are the preserved remains or traces of animals, plants, and

other organisms from the past
2.Fossils are important evidence for evolution because they show that
life on Earth was once different from life found on earth today
3.Usually only a portion of an organism is preserved as a fossil, such
as body Fossils (bones and exoskeletons), trace fossils (feces and
footprints), and chemofossils (biochemical signals)
4.Paleontologist can determine the age of fossils using methods like
radiometric dating and categorize them to determine the
evolutionary relationship between organisms
5. Fossils provide solid evidence that organisms from the past are not
the same as those found today; Fossils show a progression of
evolution. Fossils, along with the comparative anatomy of present-
day organisms, constitute the morphological, or anatomical record.
By comparing the anatomies of both modern and extinct species,
Paleontologists can infer the lineages of those species. This approach
is most successful for organisms that had hard body parts, such as
shells, bones or teeth. The resulting fossil record tells the story of
the past and shows the evolution of from over million of years.
6. Fossils can form under ideal conditions by preservation,
permineralization, molding (casting), replacement, or compression.
7. If two or more species share a unique physical feature, such as a
complex bone structure or a body plan, they may all have inherited
this feature from a common ancestor. Physical features shared due
to evolutionary history (a common ancestor) are said to be
homologous.
8. Sometimes, organisms have structures that are homologous to
important structures in other organisms but that have lost their
major ancestral function. These structures, which are often reduced

3
 in size, are known as vestigial structures. Examples of vestigial
structures include the tailbone of humans (a vestigial tail), the hind
leg bones of whales, and the underdeveloped legs found in some
snakes
9. To make things a little more interesting and complicated, not all
physical features that look alike are marks of common ancestry.
Instead, some physical similarities are analogous: they evolved
independently in different organisms because the organisms lived in
similar environments or experienced similar selective pressures.
This process is called convergent evolution. (To converge means to
come together, like two lines meeting at a point.)

What I Can Do

Activity 3: Fill me in!

Directions: Suggest a possible function for each structure and explain why it became
vestigial. Record your asnwers in the table
STRUCTURE POSSIBLE FUNCTION WHY VESTIGIAL?
Digests leaves in kaola
bears
Coccyx (tail bones)
Muscles that move ears
Muscles that make hair
stand up
Little toe
Wisdom toe

4
 Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter
on a separate sheet of paper.
1. The evolutionary theory proposed by Charles Darwin was:
a. Change in populations through time as a result of mutations
b. The spontaneous generation of new organisms
c. The passing on of genes from one generation to the next
d. Change in populations through time as a response to environmental
change
2. The wing of the bat and the fore-limb of the dog are said to be
homologous structures. This indicates that:
a. They have the same function
b. Bats evolved from a lineage of dogs
c. They are structures which are similar due to common ancestry
d. The limb bones of each are anatomically identical
3. Homologous organs have
a. Same origin but different functions
b. Different origin but Same functions
c. Same origin and Same functions
d. Different origin and different functions

4. Which of the following is vestigial organ

a. Wisdom teeth
b. Nails
c. Scalp hair
d. All the above
5. Which one of the following sets include analogous organs only?
a. Wings of butterfly, Sparrow and bat
b. Hind legs of horse, grasshopper and bat
c. Hands of man, monkey and Kangaroo
d. Mandibles of cockroach, mosquito and Honey Bee
6. Which of the following would be easily fossilized?
a. Heart
b. Tooth
c. Skin
d.Liver
7. Being all mammals whale, Dolphin,bat, monkey and horse have some
important common characters ,but they also so conspicuous differences
this is due to the phenomenon of
a. Normalisation
b. Genetic drift
c. Convergence
d. Divergence

5
8. Birds and mammals in geological development of earth arose in period
a. Permian
b. Carboniferous
c. Jurassic
d. Oligocene and Eocene
9. Which are vestigial in humans?
a. Tail vertebrae
b. Auricular muscles
c. Scalp muscles
d. All the above
10. What is the oldest fossil record?
A. fungi
B. bacteria
C. Stromatolites
D. seed plants

Carefully examine the drawings of the bones shown below. Look for
similarities among the various animals.
a. Color each part of the human arm a different color ( Note: all bones of
the wrist should be a single color: all the bones of the hand should be
a different single color. Etc )
Then color the corresponding bone in each of the other animals the
same color as the human bone

b. Describe the function of each structure below:

ANIMAL FUNCTION OF STRUCTURE

Human
Whale
Cat
Bat
Bird
Crocodile

These structures are formed in similar ways during embryonic

development and share like arrangements: however, they have somewhat
different forms and functions. They are called homologous structure

6
Source: file:///C:/Users/Lenovo-
PC/Desktop/jc%20modules/evidence%20of%20evolution%20answers%20.pdf

7
 8
What’s IN ACTIVITY 1: DESCRIBE ME!
Assessment: Pre-Assessment
1. Paleontologist
1. B 1. A 14.A 2. Biogeography
2. C 2. A 15.A 3. Adaptation Radiation
3. D 4. Comparative Anatomy
3. A
5. Comparative Embryology
4. A 4.C
5. A 5.D
6. B 6.A
7. D 7.B
8. C 8.B
9. D 9.C
10. C 10.B
11.C
12.D
13.B
Activity 3: fill me in! What I can do
What’s More
1. Store “good” bacteria to fight infections or digest
Activity 2: Answer Me cellulose like the caecum in rabbits
1.flying and gliding 2 Rear stabilizing limb balance
2 2 pieces of the wing in 3. Better hearing by changing direction of ears
butterfly whereas amny 4. Keeping warm Stop pathogens from getting to
feathers in a bird’s wing. There mucous membranes Trap pheromones/oil on body
are bones in a bird’s wing and 5. Balance/clinging on rocks/trees
non in the butterfly. 6. Extra grinding ability for vegetation
Answer Key
 Infer Evolutionary Relationships
Lesson
among organism using the
8
Evidence of Evolution
Welcome to the Alternative Delivery Module (ADM) on Infer evolutionary
Relationships among organism using the evidence of Evolution

What I Know

Multiple Choice: Choose the letter of the best answer. Write the chosen
letter in a separate sheet of paper.
1. Which statement about analogies is correct?
a. They occur only in errors
b. They are synonymous with homologous traits.
c. They are derived by similar environmental constraints.
d. They are a form of mutation
2. What do scientists use to apply cladistics?
a. homologous traits
b. homoplasies
c. analogous traits
d. monophyletic groups
3. What is true about organisms that are part of the same clade?
a. They all share the same basic characteristics.
b. They evolved from a shared ancestor.
c. They usually fall into the same classification taxa.
d. They have identical phylogenies
4. Why do scientists apply the concept of maximum parsimony?
a.to decipher accurate phylogenies
b.to eliminate analogous traits
c.to identify mutations in DNA codes
d.to locate homoplasies
5. Charles Darwin was best known in the 19th century for ____________.

a. creating the idea of evolution

b. creating the idea of uniformitarianism
c. making the idea of evolution acceptable for scientists and the
educated general public
d. all of the above

9
6. Which of the following statements is true about Charles Darwin?
a. He believed that evolution was due to the inheritance of acquired
characteristics.
b. He supported Lamarck's explanation of how evolution occurred.
c. He understood that the variation that exists in natural populations of
plants or animals is the result of repeated mutations.
d. none of the above
7. The evolution of one species into two or more species as a result of
different populations becoming reproductively isolated from each other is:
a. adaptive radiation
b. creationism
c. photosynthesis
8.Evolution is best defined as______________________.
a. Inheritance of acquired characters
b. Descent of modification
c. Spontaneous generation
d. Struggle for existence
9. The greatest evolutionary change enabling the land vertebrates to be
completely free from water was the development of _______________.
a. four legs
b. lungs
c. shielded eggs and internal fertilization
d. four chambered heart
10. Who is regarded as the Father of Evolutionary Concept?
a. Linnaeus
b. Lamarck
c. Darwin
d. Buffon

What’s In

Activity 1. Answer me!

1.Give two similarities between each of the skulls that might lead to the
conclusion that these are all related species
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2.What is the biggest change in skull anatomy that occurred from the dawn
horse to the modern horse?

10
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3.What is the biggest change in leg anatomy that occurred from the dawn
horse to the modern horse?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

What is New

Modern-day organisms can provide clues about evolution. Fossils,

patterns of early development, and similar body structures all provide
evidence that organisms have changed overtime. By comparing organisms,
scientist can infer how closely related the organisms are in an evolutionary
sense. Scientists compare body structures, development before birth, and
DNA sequences to determine the evolutionary relationships among
organisms.

Source:https://media2.picsearch.com/is?nEPCl_0qkoYaW70rcV0SgBtKDG-
ztRXTLlfR6fRYIQA&height=263

How does scientist make inferences about evolutionary

relationship.?
Scientists make inferences about evolutionary relationships by
comparing the early development of organisms. An adult opossum, chicken,
salamander, and fish look quite different; however, during early development
these four organisms are similar. These similarities suggest that these
vertebrate species are related and share a common ancestor.

11
 An organism’s body structure is its basic body plan, such as how its
bones are arranged. Fishes, amphibians, reptiles, birds, and mammals, for
example, all have similar body structure-an internal skeleton with a
backbone. This is why scientists classify all five groups of animals together as
vertebrates. Presumably, these groups all inherited these similarities in
structure that related species have inherited from a common ancestor are
called homologous structures. Sometimes Scientist find fossil evidence that
supports the evidence provided by homologous structures
Scientists infer that species with similar body structures and
development patterns inherited many of the same genes from a common
ancestor. Recall that genes are made of DNA by comparing the sequences in
DNA of different species, scientist can infer how closely related the species
are. The more similar the sequences, the more closely related the species are.
Recall also that the DNA bases along gene specify what type of protein will be
produced. Therefore, scientist can also compare the order of amino acids in a
protein to see ho closely related to species are.
Scientist have combined the evidence from DNA, protein structure,
fossils, early development, and body structure to determine the evolutionary
relationship among species. In most cases, DNA and protein sequences have
confirmed conclusions based on earlier evidence.

What is It

Fossils are the preserved remains or traces of animals, plants, and

other organisms from the past. Fossils range in age from 10,000 to 3.48 billion
years old. The observation that certain fossils were associated with certain
rock strata led 19th century geologists to recognize a geological timescale.
Like extant organisms, fossils vary in size from microscopic, like single-celled
bacteria, to gigantic, like dinosaurs and trees.
Fossils provide solid evidence that organisms from the past are not the
same as those found today; fossils show a progression of evolution. Fossils,
along with the comparative anatomy of present-day organisms, constitute the
morphological, or anatomical, record. By comparing the anatomies of both
modern and extinct species, paleontologists can infer the lineages of those
species. This approach is most successful for organisms that had hard body
parts, such as shells, bones or teeth. The resulting fossil record tells the story
of the past and shows the evolution of form over millions of years.

12
Source:https://int.search.myway.com/search/AJimage.jhtml?&enc=0&n=783a5fb7&p2=%5EY6%5Exdm269%5ETT
AB02%5EPH&pg=AJimage&pn=1&ptb=DBE69623-E006-4ABB-B5C1-
D7DA5E755F84&qs=&searchfor=picture+of+fossils&si=EAIaIQobChMIkqSxy8Kn1gIVFl69Ch1QKQdTEAEYASAAEgJ
15fD_BwE&ss=sub&st=tab&tpr=sbt&trs=wtt&imgs=1p&filter=on&imgDetail=true

Homology is the relationship between structures or DNA derived from

the most recent common ancestor. A common example of homologous
structures in evolutionary biology are the wings of bats and the arms of
primates. Although these two structures do not look similar or have the same
function, genetically, they come from the same structure of the last common
ancestor. Homologous traits of organisms are therefore explained by descent
from a common ancestor.
It’s important to note that defining two structures as homologous
depends on what ancestor is being described as the common ancestor. If we
go all the way back to the beginning of life, all structures are homologous!

https://s3-us-west-2.amazonaws.com/courses-images/wp-
content/uploads/sites/1842/2017/05/26155507/8nzk9zwsjkz5gsaf8pld.png

13
 The opposite of homologous structures are analogous structures, which
are physically similar structures between two taxa that evolved separately (rather
than being present in the last common ancestor). Bat wings and bird wings
evolved independently and are considered analogous structures. Genetically, a
bat wing and a bird wing have very little in common; the last common ancestor
of bats and birds did not have wings like either bats or birds. Wings evolved
independently in each lineage after diverging from ancestors with forelimbs that
were not used as wings (terrestrial mammals and theropod dinosaurs,
respectively).

Homology vs. analogy: The wings of

pterosaurs (1), bats (2), and birds
(3) are analogous as wings, but
homologous as forelimbs. This is
because they are similar
characteristically and even
functionally, but evolved from
different ancestral roots.

https://textimgs.s3.amazonaws.com/boundless-
biology/homology.jpe#fixme

Vestigial structures are often homologous to structures that function

normally in other species. Therefore, vestigial structures can be considered
evidence for evolution, the process by which beneficial heritable traits arise in
populations over an extended period of time. The existence of vestigial traits
can be attributed to changes in the environment and behavior patterns of the
organism in question. As the function of the trait is no longer beneficial for
survival, the likelihood that future offspring will inherit the “normal” form of
it decreases. In some cases the structure becomes detrimental to the
organism.

14
 What’s More

Activity 2: Target Reading Skills

As you read, identify the evidence that supports the theory of evolution.
Write the evidence in the graphic organizer.

Theory

EVOLUTION

What I have Learned

1. A dog-like organism gave rise to the first horse ancestors 55-42 million
years ago.
2. The fossil record shows modern horses moved from tropical forests to
prairie habitats, developed teeth, and grew in size.
3. The first equid fossil was a tooth from the extinct species Equus
curvidens found in Paris in the 1820s.

1
4. Thomas Huxley popularized the evolutionary sequence of horses, which
became one of the most common examples of clear evolutionary
progression.
5. Horse evolution was previously believed to be a linear progress, but
after more fossils were discovered, it was determined the evolution of
horses was more complex and multi-branched.
6. Horses have evolved from gradual change ( anagenesis ) as well as
abrupt progression and division ( cladogenesis ).
7. Homology is a relationship defined between structures or DNA derived
from a common ancestor and illustrates descent from a common
ancestor.
8. Analogous structures are physically (but not genetically) similar
structures that were not present the last common ancestor.
9. Homology can also be partial; new structures can evolve through the
combination or parts of developmental pathways.
10.Analogy may also be referred to as homoplasy, which is further
divided into parallelism, reversal, and convergence
11.Examples of convergent evolution include the relationship between
bat and insect wings, shark and dolphin bodies, and vertebrate and
cephalopod eyes.
12.Analogous structures arise from convergent evolution, but
homologous structures do not.
13. Convergent evolution is the opposite of divergent evolution, in which
related species evolve different traits.
14. Convergent evolution is similar to parallel evolution, in which two
similar but independent species evolve in the same direction and
independently acquire similar characteristic
15.Structures that have no apparent function and appear to be residual
parts from a past ancestor are called vestigial structures.
16.Examples of vestigial structures include the human appendix, the
pelvic bone of a snake, and the wings of flightless birds.
17.Vestigial structures can become detrimental, but in most cases these
structures are harmless; however, these structures, like any other
structure, require extra energy and are at risk for disease.
18.Vestigial structures, especially non-harmful ones, take a long time to
be phased out since eliminating them would require major
alterations that could result in negative side effects.
19. Biogeography is the study of geological species distribution, which is
influenced by both biotic and abiotic factors.
20. Some species are endemic and are only found in a particular region,
while others are generalists and are distributed worldwide.
21. Species that evolved before the breakup of continents are distributed
worldwide.
22. Species that evolved after the breakup of continents are found in
only certain regions of the planet.

2
 What I Can Do

Activity 3: Getting to know more!

1. What are the three things that provide evidences that organisms have
changed over time?
___________________________________________________________________________
_____________________________________________________

2. Similar body structures that related species have inherited from a

common ancestor are called ___________________

3. Why do some scientists classify fish, amphibians, reptiles and

mammals together in a group?
___________________________________________________________________________
___________________________________________________________________________
__________________________________________

3
 Assessment

https://www.biologycorner.com/resources/homobones.jpg
1. The image illustrates what evolutionary concept?
a. embryological similarities
b. variation among species
c. vestigial structures
d. homologous structures
2. Which of the following is NOT a component of the Theory of Evolution
by Natural Selection?
a. competition for food and space
b. variation among species
c. inheritance of acquired characteristics
d. survival and reproduction
3. A structure that seems to serve no purpose in an organism is called:
a. homologous
b. vestigial
c. dichotomous
d. fossilized
4. In science, theories are______________________.
a. an educated guess
b. a known fact
c. absolute and unchangeable
d. the best explanation for a set of data or observations
5. A group of mice becomes separated by the formation of a river. Over
time, the northern mice became smaller and whiter, while the southern
mice became larger and browner. This is an example
of_________________.
a. divergence
b. homology
c. gigantification
d. industrial melanism

4
 6. Lamarck is to "Inheritance of Acquired Characteristics" as Darwin is
to _______________
a. divergence of related species
b. homologous structures
c. evolution by natural selection
d. speciation by common descent
7. Any variation that can help an organism survive in its environment is
called a(n) __________________.
a. adaptation
b. characteristic
c. competition
d. vestigial structure
8. The strongest evidence for change over a long period of time comes
from_______________________.
a. DNA
b. fossils
c. embryo studies
d. direct observation of living species
9. The dog breeds we have today were developed
through_________________.
a. natural selection
b. artificial selection (selective breeding)
c. sexual selection
d. acquired selection
10. Which of the following structures is considered as an example of
Vestigial structure?
a. pelvic bone of a snake
b. wings of flightless birds
c. Human appendix
d. all of the above

5
 6
ACTIVITY 3. Getting to know more!
1 Scientist have combined the evidence from DNA,
protein structure, fossils, early development, and body
structure to determine the evolutionary relationship
among species
2. homologous structures
3. These similarities suggest that these vertebrate
species are related and share a common ancestor
4. This is why scientists classify all five groups of
animals together as vertebrates. Presumably, these
groups all inherited these similarities in structure that
related species have inherited from a common ancestor
are called homologous structures
ACTIVITY 1. ANSWER ME
1.the pointy bone on top of the muzzle of the horse and POST- Pre- Assessment:
the triangular shape of the head and the gap between front Assessment
and rear teeth 1. C
2. Increase in the size of the skull; a shift from cusps to 1. A 2. A
complex ridges on the grinding surface of the premolars
and molars, elongation of the face and of the space 2. C 3. B
between the incisors and cheek teeth, an anterior shift of 3. B 4. A
the cheek teeth so they lie forward of the eye; a deep 4. D 5. D
lower jaw bone; 6. D
5. A
3Fifty five million years ago, there was an animal the size of
a small dog, called Hyracotherium (sometimes called 6. C 7. A
Eohippus). Its front feet had four toes, and its back feet had 7. A 8. B
three. Modern horse feet have a single hoof. We see the 8. B 9. C
reduction and loss of the side toes and enlargement of the 10. D
terminal phalanx (hood) elongation and enlargement of
9. B
the central metapodial (the longest bone in the foot) 10. D
Answer Key
References
https://www.barren.kyschools.us/userfiles/1646/Classes/44348/8th%20grade%20evolution%20test
-3.pdf

https://wordpress.clarku.edu/mat15-hasullivan/files/2015/01/Evolution-Quiz-IEP.pdf

https://www.dentonisd.org/cms/lib/TX21000245/Centricity/Domain/667/evidence%20of%20evolut
https://xceleratescience.com/advanced/biology/evolution/worksheets/cloze-evidence-for-
evolution.pdf ion%20answers%20.pdf

Comparative Anatomy - Organisms, Evolutionary, Structures, and Common - JRank Articles

https://science.jrank.org/pages/348/Anatomy-Comparative.html#ixzz6miPb7JCM

https://byjus.com/biology/comparative-anatomy/

https://www.dentonisd.org/cms/lib/TX21000245/Centricity/Domain/667/evidence%20of%20evolut
ion%20answers%20.pdf

https://search.yahoo.com/search?fr=mcafee&type=E211US714G0&p=activity+of+evidences+of+evolut
ion&_guc_consent_skip=1613541240

https://www.wlwv.k12.or.us/cms/lib8/OR01001812/Centricity/Domain/1341/HANDOUT-
%20Evidence%20of%20Homologous.pdf

https://www.britannica.com/science/biogeography

https://courses.lumenlearning.com/boundless-biology/chapter/evidence-of-evolution/

https://www.nps.gov/subjects/fossils/fossils-through-geologic-time.htm
https://www.vedantu.com/biology/fossils-tracing-evolution

ww2.parmacityschools.org/staff/r/rajeckit/upload/Evidence-of-Evolution.pdf

https://courses.lumenlearning.com/boundless-biology/chapter/evidence-of-evolution/

https://www.biologycorner.com/quiz/qz_evolution.htm

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