Pagadian Diocesan Schools

SACRED HEART DIOCESAN SCHOOL, INC.

Molave, Zamboanga del Sur

SELF-PACED LEARNING MODULE IN EARTH & LIFE SCIENCE

Code #: Grade & Section:

Name: Name of Teacher: Benjamin B. Sumile Jr. M.A
Teacher’s Contact No.: 09472979833

QTR. 2 – MODULE 4: Process of Evolution and Biotic Potential and Environmental Resistance

Module Overview:
In this module, you will see very interesting topics about life that may surprise you as we go on
with the lesson. The module will also explain how populations of organisms have changed over time, showing
patterns of descent modification from common ancestors to produce the organismal diversity observed today
and categorizing the different biotic potential and environmental resistance.
Learning Competencies: At the end of this module, you can:
1. Explain how populations of organisms have changed 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)
2. Describe how the present system of classification of organisms is based on evolutionary relationships.
(S11/12LT -IVfg-27)
3. Categorize the different biotic potential and environmental resistance (e.g., diseases, availability of
food, and predators) that affect population explosion. (S11/12LT-IVhj-29)
Instructional Materials:
1. Introduction to human evolution. (2019, January 16). The Smithsonian Institution's Human
Origins Program. https://humanorigins.si.edu/education/introduction- human-evolution
2. PowerSchool learning : Life science 2013-2014 : Evolution and natural selection(n.d.)
PowerSchoollearnig.https://tusd.learning.powerschool.com/ango/lifescience2013-2014/
cms_page/view/13773559
3. Commission on Higher Education. (2016). Lesson 46: Interaction and Interdependence
(pp 303-314), Teaching Guide for Senior High School Earth and Life Science.
Quezon City, Philippines
4. Department of Education, La Union Schools Division Office
5. Published by the Department of Education – Division of Cagayan de Oro
Values: Open-mindedness & comprehension

Pre–assessment
I. MULTIPLE CHOICE. Directions: Read and understand each item and choose the letter of the best answer.
1. Who was the best known for making the thought of evolution acceptable for scientist in the 19th century?
A. Alfred Wallace B. James Hutton
C. Charles Darwin D. all of the above
2.Through careful observation of Charles Darwin, which phrase best described where Darwin came to know
--- that?
A. populations of plants and animals in nature most frequently contains individuals that are clones of ----
every other
B. those individuals whose variation gives them a plus in staying alive long enough to breed are more ------
likely to pass their traits on to subsequent generation
C. populations of a species that become isolated from others by adapting to different environmental
----------- niches quickly become extinct
D. all of the above
3. Which of the following statements is true about Charles Darwin?
A. He believed that evolution was thanks 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 that the results --
of repeated mutations.
D. none of the above
4. This demonstrates an example of the peppered moths living near English industrial cities. Which of the
following best describes?
A. a change in an environment may result within the evolution of species living there
 B. evolution occurs so slowly that it's impossible to work out that it's happened in but 1,000,000 years
C. the environment near these cities has always favored dark colored moths
D. none of the above
5. Who developed the theory of evolution by natural selection?
A. Charles Lyell and Charles Darwin
B. Charles Darwin and Alfred Wallace
C. Erasmus Darwin and Lamarck
D. Charles Lyell and James Hutton
6. Which phrase best defines evolution by natural selection?
A. an adaptation of a species to its environment
B. a sudden replacement of 1 population by another
C. Changes during a species because it becomes more perfect
D. a process of change in species over time
7. Which of the following that result of the legless condition that is observed in several groups of extant reptiles.
A. their common ancestor having been legless
B. a shared adaptation to an arboreal (living in trees) lifestyle
C. several instances of the legless condition arising independently of every other
D. individual lizards adapting to a fossorial (living in burrows) lifestyle during their lifetimes
8. A phylogenetic tree that is ʺrootedʺ is one, which of the following best described.
A. that extends back to the origin of life on Earth
B. at whose base is found the common ancestor of all taxa depicted thereon tree
C. that illustrates the rampant gene swapping that occurred early in life’s history
D. that indicates our uncertainty about the evolutionary relationships of the taxa depicted on the tree.
9. Which of the following is NOT an example of physical adaptations traits by natural selection?
A. Color B. Migration
C. Camouflage D. Mimicry
10. One of the following is best examples of homologous structures, which pair describes a homologous
structure?
A. bat wing and human hand B. owl wing and hornet wing
C. porcupine quill and cactus spine D. bat forelimb and bird wing

Very good! You answered well the Pre-Assessment. Now,

let us focus our learning about the process of evolution
and biotic potential and environmental resistance. Are
you ready? ________________________________________

INTRODUCTION

Arrange Me!
Directions: Using the given statements below, arrange the jumbled letters to form the correct word/s.

1. T A I U L O P P O N - ____________________
A group of individuals of the same species living and interbreeding within a specific area.
2. O N T I E V O U L- _____________________
is a process that results in changes in the genetic content of a population over time.
3. S M O R A G I N- _____________________
is any organic, living system that functions as an individual entity.
4. L A V U S R I V- _____________________
it is the state or fact of continuing to live or exist, typically in spite of an accident, ordeal, or difficult
circumstances.
5. I O T N E E L S C- _____________________
a process in which environmental or genetic influences determine which types of organism thrive better than
others, regarded as a factor in evolution.

INTERACTION
Concept Notes

Lesson1: Population of Organisms have Change Over Time

 Evolution is a key unifying principle in biology. What are the indications that show evolution has
taken place in the past and is still happening today? The evidence for evolution is compelling and extensive that
has been gathered supporting the theory of evolution. According to Charles Darwin on his book published
in 1895, the Origin of Species, to identifying patterns in nature that were consistent with evolution.
Let us discover how the population of organisms changed over time through
natural selection. On the Origin of Species, published by Charles Darwin outlined in considerable detail his
arguments for evolution by natural selection. The theory of evolution describes a mechanism for species to
change over time.

There are two co-discoverers

of natural selection, Alfred
Wallace and Charles
Darwin. Darwin is the
principal theorist of the
notion whose most famous
work on the
topic is On the Origin of
Species in 1859. It is the
process by which organisms
change
over time as a result of
changes in heritable physical
or behavioral traits. This also
allows an organism to better
adapt to its environment,
help it survive and have
more
offspring. The genetically
inherited trait that
increases the survival of
that species
would persist through the
process of evolution by
natural selection. Adaptation
is when
the genetic trait evolves this
process that increases the
probability that the species
will
survive in a particular
environment.
There are two co-discoverers of natural selection, Alfred Wallace and Charles Darwin. Darwin is
the principal theorist of the notion whose most famous work on the topic is On the Origin of Species in 1859. It
is the process by which organisms change over time as a result of changes in heritable physical or behavioral
traits. This also allows an organism to better adapt to its environment, help it survive and have more offspring.
The genetically inherited trait that increases the survival of that species would persist through the process of
evolution by natural selection. Adaptation is when the genetic trait evolves this process that increases the
probability that the species will survive in a particular environment.
 The process in nature by which organisms better adapted to their environment tend to survive and
reproduce more than those less adapted to their environment is called natural selection. One of the examples is
when the wild-frogs eaten by snakes and birds. Gray wildfrogs blend well in dark wooded areas on tree bark
and green wildfrogs blend in well with green
vegetation found in marshes and swamps. The
green wild-frog on the bark of a tree is easier for a
predator to find compared to a green wild-frog on a
green leaf. So the green wild-frogs that go into
habitats where they are not camouflaged are more
likely to be eaten by predators. Natural selection
has favored wildfrogs that live in habitats in which
they are more camouflaged since wildfrogs that
have been eaten, do not live to have any more baby
wildfrogs. This explains the distribution of gray
and green wildfrogs. The wooded habitat of the
gray wild-frog is larger and extends farther north,
while the green wild-frog's swamp and marsh
habitat are concentrated in the South. In the area
in which gray-green and gray wild-frogs overlap,
both habitats occur but in different places.
Source: https://www.petmd.com/reptile/nutrition/what-feed-your-frog

In general, natural selection is a process that results in some plants and animals with certain
characteristics being better adjusted than others to their natural environment. Those animals and plants then
have a higher chance to reproduce, survive, and increase their population more than the ones that are less
adapted to their environment. The better-adapted animals and plants are therefore, able to pass on their
advantageous characteristics at their offspring through inheritance. Adaptation is any characteristic that
increases fitness as defined because it has the ability to survive and reproduce.

A characteristic that is influenced by genes and passed from parents to offspring is called heritable. Heritable
adaptive characteristics become more common in a population in many generations; this process is called
evolution by natural selection. Adaptation within a population leads to evolution by natural selection. For
example, for the mouse that lived in the beach area with tan sand, none of the mice had a change in the color of
their fur; however, due to natural selection, tan fur was more common for the pups than for the mother mouse.
A heritable characteristic that helps plants and animals to have more offspring which survive to reproduce will
tend to become more common in a population as a result of evolution by natural selection.

Lesson 2: Evolutionary Relationship

How do we know which organisms on a tree are most closely related to one another? It's tempting to focus on
the order of the branch tips on a tree in which lineage goes
to the right and which goes to the left, but in fact, this
ordering is not meaningful at all. Instead, the common
ancestry is the key to understanding evolutionary
relationships. As shown in the figure below, common
ancestry refers to the fact that distinct descendent lineages
have the same ancestral lineage in common with one
another.
This type of evidence for evolution is the presence of structures in organisms that share the same basic form.
For example, the bones in the appendages of a human, dog, dolphin, and bat all share the same overall
construction (Figure 1) resulting from their origin in the appendages of a common ancestor. Nevertheless, they
have somewhat different forms and functions they are called HOMOLOGOUS STRUCTURE. However,
ANALOGOUS STRUCTURE means unrelated animals have organs with similar functions, yet are very
different in structure and form.

Figure 3: Classification
Hierarchy of Organisms

In scientific terms, the

evolutionary history and
relationship of an organism or
group of organisms are called
phylogeny. Phylogeny
describes the relationships of
an organism, such as from
which species it is most
closely related, and which
organisms it is thought to
have evolved. It also provides
information on shared
ancestry but not necessarily
on how organisms are similar
or different. Therefore,
phylogeny is the study of determining evolutionary relationships or patterns of the descent of organisms.
Through evolution or simply change over time, all of the species of organisms that are alive today have
descended from ancestral species. The evolutionary relationships of ancestral species and their descendants can
be diagrammed using branching evolutionary trees. An evolutionary tree indicates which ancestors gave rise to
which descendants, just like making a family tree.
How do scientists construct phylogenetic trees? After the analogous and homologous traits are sorted,
scientists often organize the homologous traits using a system called cladistics. Cladistics sorts organisms into
clades, a group of organisms that descended from a single ancestor.

Modern classification is
based on evolutionary
relationships called
Systematic/Cladistics.
Cladistics is a classification
based on common
ancestry.
Phylogeny is the evolutionary
history for a group of species,
evidence from species,
the fossil record, and
molecular data shown with
branching tree diagrams
Modern classification is based on evolutionary relationships called Systematic/Cladistics. Cladistics is a
classification based on common ancestry. Phylogeny is the evolutionary history for a group of species, evidence
from species, the fossil record, and molecular data shown with branching tree diagrams.
What is a cladogram? A cladogram
is a diagram that describes evolutionary
relationships among groups. It is based on
phylogeny which is the study of
evolutionary relationships. Sometimes a
phylogenetic tree is also called cladogram
though there are minor differences between
the two. Biologists would group organisms
based on their physical appearance. This
strategy is called evolutionary classification
cladistics through the advances in genetics
Figure 4: Cladogram that
and biochemistry. This form of analysis describes evolutionary
which newer features that serve some kind relationship among group of
of purpose and features organisms that are species
considered innovation.

The important factor that the organisms in the clade or monophyletic group stem from a single point on
the tree are through varying the size of a clade depending on which branch point is being referenced. The term
monophyletic breaks down into “mono,” meaning one, and “phyletic,” meaning evolutionary relationship.

Lesson 3: Biotic Potential and Environmental Resistance

Population size is the number of individuals in a population. Population size determines if species are
surviving or going extinct. If a population is given favorable conditions for an extended period of time,
population explosion happens. On the other hand, population growth happens when birth rate is higher than
mortality rate. The rate of population growth depends on biotic potential and environmental resistance.

1) Biotic Potential- the maximum reproductive capacity of a population under ideal conditions. It also measures
how well a species has adapted to survive such as resistance to adverse conditions, migration, seed dispersion,
and by defense mechanisms. Biotic potential is influenced by these factors:
a) The age at which an organism first reproduces. It assumes that if an organism reproduces at a young age, the
faster its population will increase.
b) The number of offspring that survives until sexual maturity or adulthood. It also important that the offspring
must survive until sexual maturity/adulthood for them to reproduce therefore increasing the population rate.
c) The number of offspring produced each time an organism reproduces.
 d) The total number of times an organism reproduces during its life.
e) The population must have abundant resources needed for their survival.
2) Environmental Resistance- the collection of biotic and abiotic factors that increases the death rate of a
population. These factors lower the chances of reproduction and affects the health of an organisms. These
factors are divided into two: biotic and abiotic.
a) Biotic factors- parasitism, lack of food, predation, disease, and competition with other organisms.

b)

Figure 5: Environmental resistance (biotic factors). (a) parasitism. (b)

food shortage. (c) predation. (d) viral disease. (e) competition with other
Abiotic factors-unfavorable temperature, lack of water, wrong amount of sunlight, drought,
organisms.
fire, and other
destructive weather conditions.

Figure 6: Environmental resistance (abiotic factors). (a) tornado.

(b) drought. (c) earthquake.

The combination of biotic and abiotic factors determines the carrying capacity of an ecosystem.
Carrying capacity is the maximum number of individuals that can be supported by a particular area. The
interaction between biotic potential and environmental resistance tend to control most populations at a stable
level that matches the carrying capacity of the area. This interaction also prevents population explosion to
happen.

Learning Activities

ACTIVITY 1: LET’S FUR

Directions: As shown below, the table gives descriptions of four female mice that live in a beach area which is
mostly tan sand with scattered plants.
1. As stated by the definition given for fitness, which mouse would biologists consider the fittest? Explain why
this mouse would be the fittest.
__________________________________________________________________________________________
____________________________________________________________________________________

2. What color of the fur would be most common among the pups if a mouse fur color is generally similar to its
mother’s color?
__________________________________________________________________________________________
____________________________________________________________________________________
3. Which mice in the table above would biologists consider the “fittest”? Explain why.
_________________________________________________________________________________________
____________________________________________________________________________________
ACTIVITY 2: HOMOLOGOUS

Directions: Carefully examine the drawings of the bones shown in Fig.2. Look for similarities among the
various animals.
1. Describe the function of each structure below.

2. Are the bones in each animal arranged?

__________________________________________________________________________________________
__________________________________________________________________________________________
_________________________________________________________________________________
3. Does the structure have the same function in each animal?
__________________________________________________________________________________________
__________________________________________________________________________________________
_________________________________________________________________________________

ACTIVITY 3: ANALOGOUS
Directions: Examine the birds' wing and butterfly wing as shown in Figure 2.

1. What function do these structures share?

__________________________________________________________________________________________
__________________________________________________________________________________________
_________________________________________________________________________________
2. How are these structures different?
__________________________________________________________________________________________
__________________________________________________________________________________________
_________________________________________________________________________________
ACTIVITY 4: Let’s Fill
Fill out the following
character matrix. Mark an “F”
if an organism
has the trait.
Directions: Fill out the following character matrix. Mark an “F” if an organism has the trait.

ACTIVITY 5: IDENTIFY ME!

Directions: Encircle the word or group of words that are examples of environmental resistance. Identify if they
are biotic or abiotic factors.

BIOTIC FACTORS ABIOTIC FACTORS

You are doing great! You may proceed

to the next activity.

Processing Questions:
1. Why it is important to understand this concept of natural selection for the benefit of understanding other ideas
in science/biology?
__________________________________________________________________________________________
____________________________________________________________________________________
2. How biotic and abiotic differ from each other?
__________________________________________________________________________________________
____________________________________________________________________________________

INTEGRATION
You have gone through so many activities, read and
Closure/Synthesis learned concepts. It’s time to put your ideas into
writing. So, let us know what’s in your mind so far
and write something in the 3-2-1 Reflection sheet
3-2-1 REFLECTION below.

Three concepts I learned:

1.___________________________________________________________
2. __________________________________________________________
3. ___________________________________________________________
Two real-life realizations after finishing the topic:
1.___________________________________________________________
2.___________________________________________________________
One most favorite part of the lesson:
1.___________________________________________________________
REFLECTION GUIDE

Directions: Answer and reflect the question below.

Accordingly, change is the very core of evolution and without it, all creatures would look alike and behave the
same way. As an individual what are the things you have to change in your attitude starting today?

Write your reflection here!

INTERVENTION

Evaluation
A. Directions: Read carefully the following statements and choose the best answer from the words inside the
parenthesis to complete the statement.
1. The rapid or dramatic increase of numbers of a particular species is called ___________
(population growth, population explosion).
2. ___________ (Population size, Carrying capacity) is the estimated current number of organisms within a
particular area.
3. In ___________ (environmental resistance, biotic potential) natality rate is higher than fatality rate.
4. Corona virus is an example of environmental resistance under ___________
(biotic factors, abiotic factors).
5. The Responsible Parenthood and Reproductive Health Act of 2012 (Republic Act
No. 10354), informally known as the Reproductive Health Law or RH Law is an
example of ___________
(environmental resistance, biotic potential).

B. Directions: Identify the following below whether it is analogous or homologous

_______________1. Octopus, sea star and grasshopper
_______________2. Grasshopper leg and the sea star arm
_______________3. Dragon fly wing and butterfly wing
_______________4. Chomping front teeth of a beaver and the tusks of an elephant
_______________5. Bird and bat wings
_______________6. Owl wing and hornet wing
_______________7. Porcupine quill and cactus spine
_______________8. Front flippers of whales and forelegs of dog
_______________9. Cat’s paw and human’s hand
_______________10.Limbs of tetrapod’s and arthropods
Post- Assessment
A. Multiple Choice. Directions: Circle the letter that corresponds to the correct answer.
I. MULTIPLE CHOICE. Directions: Read and understand each item and choose the letter of the best answer.
1. Who was the best known for making the thought of evolution acceptable for scientist in the 19th century?
A. Alfred Wallace B. James Hutton
C. Charles Darwin D. all of the above
2.Through careful observation of Charles Darwin, which phrase best described where Darwin came to know
--- that?
A. populations of plants and animals in nature most frequently contains individuals that are clones of ----
every other
B. those individuals whose variation gives them a plus in staying alive long enough to breed are more ------
likely to pass their traits on to subsequent generation
C. populations of a species that become isolated from others by adapting to different environmental
----------- niches quickly become extinct
D. all of the above
3. Which of the following statements is true about Charles Darwin?
A. He believed that evolution was thanks 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 that the results
of repeated mutations.
D. none of the above
4. This demonstrates an example of the peppered moths living near English industrial cities. Which of the
following best describes?
A. a change in an environment may result within the evolution of species living there
B. evolution occurs so slowly that it's impossible to work out that it's happened in but 1,000,000 years
C. the environment near these cities has always favored dark colored moths
D. none of the above
5. Who developed the theory of evolution by natural selection?
A. Charles Lyell and Charles Darwin
B. Charles Darwin and Alfred Wallace
C. Erasmus Darwin and Lamarck
D. Charles Lyell and James Hutton

1. The mouse with the tan color fur would have 1. The mouse with the tan color fur would have the
the highest fitness because of its ability highest fitness because of its ability
to survive and reproduce. It clearly has higher to survive and reproduce. It clearly has higher
levels of both compared to the other levels of both compared to the other
mice. This more than likely because of their
ability to blend in with their surroundings
and hide from their predators.
2. Fur color is a heritable trait (one that can be
passed from parent to child). So, the
increased fraction of tan mice in the surviving
1. The mouse with the tan color fur would have the highest fitness because of its ability
to survive and reproduce. It clearly has higher levels of both compared to the other
mice. This more than likely because of their ability to blend in with their surroundings
1. ANALOGOUS 6.
ANALOGOUS
2. ANALOGOUS 7.
ANALOGOUS
3. HOMOLOGOUS 8.
HOMOLOGOUS
4. HOMOLOGOUS 9.
HOMOLOGOUS
5. HOMOLOGOUS 10.
ANALOGOUS