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Department of Education: Learning Activity Worksheet (LAW)

1. The document provides a learning activity worksheet for students in Science 10 that covers topics related to evolution, including identifying fossils as compressions or impressions, radiocarbon dating, homologous vs analogous structures, and evidence for evolution from comparative anatomy and genetics. 2. The worksheet includes activities where students must identify images as compressions or impressions, determine if statements about radiocarbon dating are facts or bluffs, complete sentences about radioactive dating by choosing the correct words, and compare amino acid sequences in cytochrome C across species to analyze genetic evidence for evolution. 3. Questions at the end of each activity aim to test students' understanding of how fossil records, geologic timescales, carbon-14 dating, comparative anatomy, and
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0% found this document useful (0 votes)
442 views8 pages

Department of Education: Learning Activity Worksheet (LAW)

1. The document provides a learning activity worksheet for students in Science 10 that covers topics related to evolution, including identifying fossils as compressions or impressions, radiocarbon dating, homologous vs analogous structures, and evidence for evolution from comparative anatomy and genetics. 2. The worksheet includes activities where students must identify images as compressions or impressions, determine if statements about radiocarbon dating are facts or bluffs, complete sentences about radioactive dating by choosing the correct words, and compare amino acid sequences in cytochrome C across species to analyze genetic evidence for evolution. 3. Questions at the end of each activity aim to test students' understanding of how fossil records, geologic timescales, carbon-14 dating, comparative anatomy, and
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Republic of the Philippines

Department of Education
N a t i o n a l C a pi t a l Re g i o n
Sc h o o l s D i v i s i o n O f f i c e o f La s Pi ñ a s C i t y

Learning Activity Worksheet (LAW)


Science 10
Name: ___________________________ Date: _________ Rating/Score_________

EVOLUTION
Activity 1: Which is it?
Directions: Identify the following pictures whether COMPRESSION or an IMPRESSION.

1. 2. 2.

Image was taken from Image was taken from

https://www.alamy.com/stock-photo/fossil-impression.html https://natmus.humboldt.edu/case-index/pennsylvanian

________________________________ __________________________________

3. 4.

Image was taken from Image was taken from

https://paleo.prairie.illinois.edu/category/fossil-types/ https://local21news.com/news/local/dinosaur-tracks-make-

compression-fossil/ fresh-impression-at-valley-forge-park

__________________________________ ___________________________________

5. Image was taken from

https://natmus.humboldt.edu/exhibits/life-through-time/

visual-timeline/pennsylvanian-subperiod

____________________________________

Q3 Week 5 (Learning Activity Worksheet) Page 1 of 8

▪ Target Competency: Explain how fossil records provide evidences for evolution.
(S10LT-IIIf-39.7.7.1)
Activity 2: FACT OR BLUFF!
Directions: Read the sentences below. Write FACT if the sentence is true and BLUFF
if it is false. Write your answer on the blank before each number.
___________ 1. Green plants absorb the carbon dioxide, so the population of carbon-
14 molecules is continually replenished until the plant dies.
___________ 2. Radiocarbon dating is a method for determining the age of an object
containing inorganic material by using the properties of radiocarbon,
a nonradioactive isotope of carbon.
____________ 3. There are two main categories of dating methods in archaeology:
indirect or relative dating and absolute dating.
____________ 4. The result is like a radioactive clock that ticks away as stable isotopes
decay into unstable ones.
___________ 5. When a fossil of a given species is found on several modern continents,
it gives a strong indication that these continents were previously far apart.

Activity 3. Complete Me!


Directions: Complete the paragraph by indicating the correct word/s in the blank. Refer
to the word bank below.

Radiometric Carbon Age Fossils


Radioactive Half Life Neutrons Radioactive Dating

The age of the (1)________________________________ is determined by

(2)____________________________ or Radioactive dating technique in which the

(3)__________________________ of carbon and found (4)____________________

elements is determined to calculate the (5)___________________ of fossil or the rock.

Today's knowledge of fossil ages comes primarily from radiometric dating,


also known as (6)____________________ . Radiometric dating relies on the properties
of isotopes. These are chemical elements, like (7)____________________________

or uranium, that are identical except for one key feature -- the number of

(8)____________________ in their nucleus.

Q3 Week 5 (Learning Activity Worksheet) Page 2 of 8

Target Competency: Explain how rock formation, geologic time scale, and carbon-14 dating
can be used in determining the age of a fossils. (S10LT-IIIf-39.7.7.2)
Activity 4: Homologous vs Analogous
Directions: Identify whether the following examples are analogous or homologous
structure.

Activity 5: Label Me!


Directions: Compare the sequence of amino acids in the cytochrome C of the
different vertebrates.
Procedures:
1. Given are the sequences of amino acids in the cytochrome C of the human,
chimpanzee, gorilla, Rhesus monkey, horse, and kangaroo. Cytochrome C is a
respiratory enzyme located inside the mitochondria.
2. Study carefully the sequence of the amino acid.
3. Supply the missing amino acid sequence of chimpanzee, gorilla, Rhesus monkey,
horse, and kangaroo to complete Tables 2, 3 and 4. Refer to table 1 for your
answer.

Q3 Week 5 (Learning Activity Worksheet) Page 3 of 8

Target Competency: Explain how comparative anatomy and genetic information provides
evidence for evolution. (S10LT-IIIf-39.7.7.3-4)
Activity taken from Brittain T. (Biology the Living World) Lab Manual, 1989

Table 5

Extension of activity
Directions: Identify the differences using the
amino acid sequence of human as reference.
Complete table 5 to show the number of amino
acid differences and the position which they vary.

Guide Questions:
1. Based on the activity, which organism is
closely related to humans?
2. Which organism is least related to humans?

Q3 Week 5 (Learning Activity Worksheet) Page 4 of 8

Target Competency: Explain how comparative anatomy and genetic information provides
evidence for evolution. (S10LT-IIIf-39.7.7.3-4)
Activity 6: Match Me Lamarck!
Directions: Match the statements to the theories of Lamarck.
Write the letter of the best answer before the number.

______ 1. States that organisms change in A. Theory of Acquired


response to their environment. Their ability to Characteristics
survive helped them develop characteristics
necessary for them to adapt in a given
environment.
______ 2. Organs not in use will disappear B. Theory of Need
while organs in use will develop.
_____ 3. Characteristics which the parents
develop through time will be passed or C. Theory of Use and Disuse
inherited by their offspring.

Activity 7: Lamarck my words!


Directions: Write the Theory of Lamarck as described by the statements below.

1. Lamarck’s theories explained that giraffes originally have short necks. Limited
source of food on the ground forced them to develop longer necks for them to
reach higher food source. ___________________________________

2. Constant stretching of necks when reaching higher food source forced giraffes to
develop longer neck bones and muscles. ______________________________

3. Elongated necks developed by giraffes during their lifetime were passed to their
offspring. ___________________________________

4. Some flightless birds were capable of flying, but due to abundance of food and
less predator on their habitat, they seldom use their wings until gradually it
became vestigial. _______________________________

5. A species of flat fish bear both of their eyes in only one side of their body for them
to see clearly their possible prey above them as they lay flat on the bottom of the
ocean. ___________________________________

6. Cheetahs were fast runners because their ancestors develop strong leg muscles due
to constant running to capture their prey. __________________________________

7. Ducks have webbed toes for them to easily maneuver in an aquatic environment
where their food is present. _________________________________

Q3 Week 6 (Learning Activity Worksheet) Page 5 of 8

Target Competency: Explain the occurrence of evolution according to Lamarck’s idea.


(S10LT-IIIg-40.8.8.1)
Activity 8: Match Me Darwin!
Directions: Match the statements to the components of the process of Natural Selection
by Charles Darwin. Write the letter of the best answer before the number.

______ 1. Each species shows A. Selection


differences in their physical appearance.

______ 2. Species who are better B. Variation


adapted to their environment are more
likely to survive.

______ 3. Each species strive for food, C. Competition


living space, water, and mates.
______ 4. Those who survived will pass D. Adaptation
on their better genes to their offspring
who will also show the same beneficial
factors from their parents.

Activity 9: “Cross -word puzzle


Directions: Fill in the puzzle using the clues below.

CLUES:
Across
1. Factor that does not support Darwin’s theory
3. Darwin most lack an adequate understanding.
4. Place where he gathered his early evidence of evolution
5. Species where he noticed a remarkable differences.

Down
2. According to Darwin’s theory of evolution, how do new species evolve?

Q3 Week 6 (Learning Activity Worksheet) Page 6 of 8

Target Competency: Explain the occurrence of evolution according to Darwin’s ideas.


(S10LT-IIIg-40.8.8.2)
Activity 10: See the two!
Directions: Identify the theory being described in the following statements..

Statements LAMARCK , DARWIN, or Both

1 Organisms have changed overtime.

2 Organisms changed because they


wanted to survive.

3 There was a variation in a population.

4 Organisms can never become extinct.

5 Certain traits help organisms survive


and reproduce better than other
organisms without those traits.

6 The environment has something to do


with why organisms changed.

7 Parents are able to pass on at least


some of their traits to their offspring.

8 Parents only able to pass on traits that


they were born with.

Activity 11: “Feel, the theory “


Directions: Fill in the blank with the correct word .Choose from the word bank below.

Darwin noticed that within any population of


(1.)________________________________, there were always individuals with different
(2.)_____________________. Darwin believed that individuals were simply born with
different traits and that these differences were mostly (3.) _____________________.
Unlike Lamarck, who said that traits could develop and (4.)
__________________________ during an animal’s lifetime. Lamarck thought that
organisms changed out of (5.) ____________________ and after a change in the
environment.

Random Need

Individuals Traits

Organism Change

Individuals Traits

Q3 Week 6 (Learning Activity Worksheet) Page 7 of 8


Organism Change
Target Competency: Explain the occurrence of evolution by comparing the idea of Lamarck
and Darwin. (S10LT-IIIg-40.8.8.3)


Activity 12: “Adapting You!
Directions: Write the type of adaption in the following situations and examples.
Choose from the word bank below.

Structural adaptations Behavioral adaptations

Physiological adaptations

_____________________________________1. The physical features of an organism


that help them to survive in the environment including the different types of terrestrial
habitat.
_____________________________________2. The type of adaptation that can be
either due to changes in the environment or due to the behavior of other species.

______________________________________3. A fish living in water that suddenly


becomes more acidic has to shift its body chemistry to adapt itself.

______________________________________4. The species changes in reproductive


strategy, feeding habits, migration, hibernation and communication methods.

______________________________________5. The rabbit freezes if it feels that it has


been seen by a predator.
_______________________________________6. The camouflage, which is the
protective colouration that helps an organism blend in its environment.

ACTIVITY 13: “TRUE OR FALSE”


Directions: Write TRUE if the statement is correct and FALSE if it is incorrect.
____________ 1. Habitat Tracking is when a species finds another similar environment
to which it has inhabited before.
____________ 2. Genetic change occurs when organism with slight genetic changes are
better adapted to changed habitat with better access to resources and mating partners.
____________ 3. The animals that survive can’t pass on the mutated genes to their
offspring naturally.
____________ 4. DNA Mutations make it possible for a variety of creatures/species to
thrive on planet earth.
____________ 5. The reward for adapting is richer, fuller and happier life for selected
species in an environment.
____________ 6. Species being able to adjust to the different customs, beliefs and
behavior of others is unbeneficial to the individual.

____________ 7. A resistance to accept the way the world, technology, people, weather,
living situations, economics and climate changes can create a never-ending path of
frustration.
____________ 8. Adaptation is essential in order to survive and move ahead in the world
we live in.

Q3 Week 6 (Learning Activity Worksheet) Page 8 of 8

Target Competency: Explain the importance of adaptation as a mechanism for the survival of
a species through an essay. (S10LT-IIIg-40.8.8.4)

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