DESCENT WITH MODIFICATION

AND THE DEVELOPMENT OF

EVOLUTIONARY THOUGHT
for General Biology 2 Grade 11
Quarter 3 / Week 4

NegOr_Q3_GenBio2_SLKWeek4_v2
 FOREWORD

This self-learning kit (SLK) will serve as a guide for the

learners. It will aid them as they learn new ideas and
enrich existing knowledge. To study General Biology 2,
one requires a sense of discipline.

In this SLK, learners will gain knowledge on descent

with modification from common ancestors to produce
the organismal diversity and to trace the
development of evolutionary thought.

This will be an exciting lesson as learners try to

relate their prior knowledge and experiences to the
general features of the history of life on Earth.

NegOr_Q3_GenBio2_SLKWeek4_v2
2
 OBJECTIVES:
At the end of the lesson, the learners shall be able to:
K: discuss the patterns of descent with modification
from common ancestors to produce the
organismal diversity observed today;
S: trace the development of evolutionary thought; and
A: appreciate the importance of decent with
modification by explaining the given example.

LEARNING COMPETENCIES
• Show patterns of descent with modification from common
ancestors to produce the organismal diversity observed today.
(STEM_BIO11/12-IIIc-g-10)

• Trace the development of evolutionary thought

(STEM_BIO11/12-IIIc-g-11)

I. WHAT HAPPENED

PRE-TEST

Direction: Arrange the following letters to form a correct word. Write your
answers in your notebook.

1. IOEVUTNOL

2. HACLERS ARINDW

3. NRAATUL SEONCTIEL

4. CAESOTRN

5. NSMUITRATOATN

NegOr_Q3_GenBio2_SLKWeek4_v2
3
II. WHAT I NEED TO KNOW

Descent with modification refers to the passing on of traits from parent organisms
to their offspring. This passing on of traits is known as heredity, and the basic unit of heredity
is the gene. Genes are the blueprints for making an organism and, as such, hold
information about its every conceivable aspect: its growth, development, behavior,
appearance, physiology, and reproduction (Klappenbach, 2019).

Source: https://www.livescience.com/how-dna-turns-on-off.html

Descent with modification by natural selection explains the adaptations of organisms

and the unity and diversity of life.

Evolution described as “descent with modification” by Charles Darwin refers to the

species that changed over time, giving rise to the new species and share a common
ancestor. Although Charles Darwin's name is virtually synonymous with the word evolution,
he was not the first person to recognize the phenomenon of species change nor did he
even use the word "evolution" in the original theory he set forth in On the Origin of Species.

Charles Darwin
Charles Darwin (1809–1882) was born in western England. As a boy, he had a
consuming interest in nature. When Darwin was 16, his father sent him to the University of
Edinburgh to study medicine, but he dropped out without a degree and enrolled at
Cambridge University with the intent of becoming a clergyman. At that time, most
naturalists and scientists belonged to the clergy. After graduation, Darwin joined the crew
of the survey ship HMS Beagle as ship naturalist and conversation companion to Captain

NegOr_Q3_GenBio2_SLKWeek4_v2
4
Robert FitzRoy. FitzRoy chose Darwin because of his education and because his age and
social class were like those of the captain.

Source: https://www.google.com.ph/search?q=charles+darwin&tbm=isch&ved=2ahUKEwj
CpsWu-bXuAhVHAKYKHfmPB_8Q2-
cCegQIABAA&oq=charle&gs_lcp=CgNpbWcQARgAMgcIABCxAxBDMgQIABBDMgQIABBD
MgQIABBDMgQIABBDMgQIABBDMgQIABBDMgQIABBDMgoIABCxAxCDARBDMgQIABBDOg
UIABCxA1CfiQNYy44DYIeYA2gAcAB4AYAB0wOIAeEOkgEJMC4xLjIuMS4ymAEAoAEBqgELZ3
dzLXdpei1pbWfAAQE&sclient=img&ei=6yAOYIKFHseAmAX5n574Dw&bih=568&biw=1242&hl
=en#imgrc=lN7tlDeAA91MFM

Source:
https://www.google.com.ph/search?q=evolution&tbm=isch&ved=2ahUKEwi4lcuF-
LXuAhUiNqYKHQRwC-IQ2-
cCegQIABAA&oq=evo&gs_lcp=CgNpbWcQARgAMgoIABCxAxCDARBDMgQIABBDMg
UIABCxAzIECAAQQzIECAAQQzIECAAQQzIICAAQsQMQgwEyBAgAEEMyBAgAEEMyBw
gAELEDEEM6AggAUOXjBlje6gZgsvQGaABwAHgAgAHWAYgBwgOSAQUwLjIuMZgBAKA
BAaoBC2d3cy13aXotaW1nwAEB&sclient=img&ei=iR8OYPisCqLsmAWE4K2QDg&bih=56
8&biw=1242&hl=en#imgrc=PoxOmDZPhC7DdM

Heredity and Evolution

According to Charles Darwin, all species descended from only a few life forms
that had been modified over time. This "descent with modification," as he called it,

NegOr_Q3_GenBio2_SLKWeek4_v2
5
forms the backbone of his Theory of Evolution, which posits that the development of
new types of organisms from pre-existing types of organisms over time is how certain
species evolve.

How It Works

The passing on of genes is not always exact. Parts of the blueprints may be
copied incorrectly, or in the case of organisms that undergo sexual reproduction,
genes of one parent are combined with the genes of another parent organism. That
is why children are not exact carbon copies of either of their parents.

There are three basic concepts that are helpful in clarifying how descent with
modification works:
✓ Genetic mutation
✓ Individual (or natural) selection
✓ Evolution of the population (or species as a whole)

It is important to understand that genes and individuals do not evolve; only

populations evolve. The process looks like this: Genes mutate, and those mutations
have consequences for the individuals within a species. Those individuals either thrive
or die out due to their genetics. As a result, populations change (evolve) over time.

Clarifying Natural Selection

Natural selection comes into play, according to Darwin, when a species

adapts to its environment, thanks to its specific genetic makeup. Say at some point
in time two species of wolves lived in the Arctic: those with short, thin fur and those
with long, thick fur. Those wolves with long, thick fur was genetically capable of living
in the cold. Those with short, thin fur were not. Therefore, those wolves whose genetics
allowed them to live successfully in their environment lived longer, bred more
frequently, and passed on their genetics. They were "naturally selected" to thrive.
Those wolves that were not genetically adapted to the cold eventually died out.

Source: https://www.google.com.ph/search?q=natural+selection&tbm=isch&ved=2ahUK
EwjmievA-LXuAhUS1JQKHTsyBeYQ2-
cCegQIABAA&oq=natur&gs_lcp=CgNpbWcQARgAMgcIABCxAxBDMgcIABCxAxBDMgQI
ABBDMgQIABBDMgQIABBDMgQIABBDMgQIABBDMgQIABBDMgQIABBDMgUIABCxAzoCC
ABQ6MgNWNDNDWD92g1oAHAAeACAAecBiAGeB5IBBTAuNC4xmAEAoAEBqgELZ3dzLXd
pei1pbWfAAQE&sclient=img&ei=BSAOYKbzGZKo0wS75JSwDg&bih=568&biw=1242&hl=en
#imgrc=B9uXUFs27OwmUM
NegOr_Q3_GenBio2_SLKWeek4_v2
6
 The Origin of Species

Darwin never used the word evolution in the first edition of The Origin of Species,
although the final word of the book is evolved. Instead, Darwin used the phrase
descent with modification.
• All living organisms are related to each other due to their descent from a
common ancestor that lived in the distant past.
• Over evolutionary time, the descendants of that common ancestor have
accumulated diverse modifications, or adaptations, that allow them to survive and
reproduce in specific habitats.
• Over long periods of time, descent with modification has led to the rich diversity
of life we see today.

If we try to visualize descent with modification, the history of life resembles a tree,
with multiple branches from a common trunk.
• Closely related species, the twigs on a common branch of the tree, shared the
same line of descent until their recent divergence from a common ancestor.

Three important points need to be emphasized about evolution through natural

selection.

1. Although natural selection occurs through interactions between individual

organisms and their environment, individuals do not evolve. A population is the
smallest group that can evolve over time.
2. Natural selection can act only on heritable traits, traits that are passed from
organisms to their offspring. Characteristics acquired by an organism during its
lifetime may enhance its survival and reproductive success, but there is no
evidence that such characteristics can be inherited by offspring.
3. Environmental factors vary from place to place and from time to time. A trait that
is favorable in one environment may be useless or even harmful in another
environment.

Development of Evolutionary Thought

Many people assume that the theory put forth by Darwin in Origin of Species is the
final say on evolutionary theory. Biologists, however, know that the theory of evolution has
evolved over time. For example, evolutionary theory dramatically changed when Darwin’s
original ideas were merged with ideas from genetics to become the Modern
Synthesis. People will see that evolution makes sense when they realize that the theory of
evolution has been updated. The updated and revised theory becomes easier to
understand, appreciate, and embrace. This more integrated theory of evolution has even
greater power to explain the origins of the great diversity of life on Earth.
NegOr_Q3_GenBio2_SLKWeek4_v2
7
 Evolution of Evolutionary Theory

Three theories of evolution have different facts to support Variation, Inheritance,

Selection and Time. Darwin’s theory is represented by the color green. Updated
information supporting the “Modern Synthesis” is highlighted in blue. Updated
information supporting the “Integral Model” is highlighted in purple.
(Source: http://epic ofevolution.com/dialog/evolution-of-evolution.html)

Source (https://www.ck12.org/book/cbse_biology_book_class_xii/section/9.5/)

Although Charles Darwin's name is virtually synonymous with the word evolution, he
was not the first person to recognize the phenomenon of species change nor did he even
use the word "evolution" in the original theory he set forth in On the Origin of Species (1859).

Antiquity

The history of evolution long predates Darwin and his theory. The belief in a changing
or dynamic universe can be first seen in ancient Greek philosophy. Heraclitus (c. 500 B.C.E.),
also known as the "flux philosopher,” believed that change was a fundamental property of
the universe. His successor, Empedocles (c. 392–432 B.C.E.), first articulated a crude but

NegOr_Q3_GenBio2_SLKWeek4_v2
8
dynamic theory that postulated that the origin of life had taken place in a manner that
suggested evolution.

From Aristotle to Linnaeus

However, beginning with the philosophical worldview established by Aristotle (384–

322 B.C.E.), the belief in a changing universe fell into disfavor. Aristotle and his numerous
medieval and Renaissance translators, commentators, and supporters instead believed in
a static universe which held that living organisms were created initially and then remained
essentially unchanged. These ideal types or species were arranged hierarchically in what
came to be known as the "scala naturae," or the ladder of creation.

Buffon, Lamarck, and Transmutationism

Belief in species change, or transmutationism, slowly began to emerge during

the Enlightenment. This period saw the emergence of the belief in a progressive world, both
scientific and social. It also saw the beginnings of the new science of geology. Geological
theories suggested that fossils were of organic (once-living) origin and that uniform or
constant processes rather than catastrophic or one-time events had shaped Earth's history.

The French naturalist Comte de Buffon (Count Buffon, 1707–1788) was one of the first
to question the fixity of species and to suggest a transmutationist theory with a startling
resemblance to Darwinian evolution. Although he was a respected naturalist, his
theoretical explanations for the origin of life and of species change were not accepted
during his time. Buffon's transmutationist ideas were also not accepted because they
opposed the philosophical teachings of his French colleague Georges Cuvier, the great
comparative anatomist and the father of modern paleontology.

The first to suggest a viable theory of species change was Frenchman Jean-Baptiste
Lamarck. Lamarck was interested in adaptation or the manner and process by which
organisms are able to adapt physiologically and morphologically to their environment. He
was especially interested in how well-adapted organs like the neck of the giraffe had
originated. According to Lamarck, the use or, in many cases, disuse of such a vital organ
could lead to the development of novel but well-adapted traits. The cumulative effect of
these adaptations could eventually lead to a new species.

Transmutationism itself became increasingly acceptable by the early nineteenth

century. It captured the interest of Darwin's own grandfather, Erasmus Darwin (1731–1802),
who suggested that life had originated from "one living filament." Other transmutationists
included French anatomist Isidore Geoffroy Sainte Hilaire (1805–1861), who studied birth
defects. He suggested that through such "monstrous births"
new species might suddenly arise.

NegOr_Q3_GenBio2_SLKWeek4_v2
9
Darwin and On the Origin of Species

Charles Darwin was the leading transmutationist of the nineteenth century. Darwin
had developed the major features of his theory as early as 1837 after returning from his five-
year voyage of the HMS Beagle and after reading the famous Essay on the Principle of
Population by Thomas Malthus (1766–1834). However, Darwin did not make his work public
until much later. He felt that he needed to collect solid evidence to his support what he
knew would be a contentious theory. He was finally forced into joint publication of an
abbreviated version of his theory in 1858, shortly after English naturalist Alfred Russel Wallace
(1823–1913) independently formulated his own nearly identical theory.

It took Darwin less than a year to outline in book form his theory of species change
that he called "descent with modification" by means of the mechanism of natural selection.
The full title of his famous book was On the Origin of Species or the Preservation of Favored
Races in the Struggle for Life. The book appeared in bookstores on November 24, 1859 and
sold out on the first day. It went through six editions as Darwin modified his theory in response
to his many critics. It is generally thought that the first edition is a more accurate account
of the workings of evolution because subsequent editions included a watered-down
version of his original theory.

Darwin thought "descent with modification" took place primarily through the
mechanism he termed natural selection. Natural selection occurs when an organism with
a favorable variation in some trait reproduces more as a result, thereby increasing the
frequency of the variation in the next generation. In addition to this mechanism for driving
species change, Darwin included some four of five other mechanisms that he thought
could account for species change including the inheritance of acquired characters.

NegOr_Q3_GenBio2_SLKWeek4_v2
10
ACTIVITIES
A. Poster Making. Apply your understanding on the development of evolution by
making a poster. Use a long bond paper. (36 points)

Rubrics for Poster Making

CATEGORY 4 3 2 1
Graphics -Clarity Graphics are all in focus Most graphics are in Most graphics are in Many graphics are not
and the content easily focus and the content focus and the clear or are too small.
viewed and identified easily viewed and content is easily
from 6 ft. away. identified from 6 ft. viewed and
away. identified from 4 ft.
away.
Graphics - Several of the graphics One or two of the The graphics are No graphics made by the
used on the poster graphics used on the made by the student student are included.
Originality
reflect an exceptional poster reflect student but are based on
degree of student creativity in their the designs or ideas
creativity in their creation creation and/or display. of others.
and/or display.
Graphics - All graphics are related All graphics are related All graphics relate to Graphics do not relate to
to the topic and make it to the topic and most the topic. Most the topic or several
Relevance
easier to understand. All make it easier to borrowed graphics borrowed graphics do not
borrowed graphics have understand. All have a source have a source citation.
a source citation. borrowed graphics citation.
have a source citation.
Labels All items of importance Almost all items of Several items of Labels are too small to
on the poster are clearly importance on the importance on the view or no important
labeled with labels that poster are clearly poster are clearly items were labeled.
can be read from at least labeled with labels that labeled with labels
3 ft. away. can be read from at that can be read
least 3 ft. away. from at least 3 ft.
away.
Required Elements The poster includes all All required elements All but 1 of the Several required
required elements as are included on the required elements elements were missing.
well as additional poster. are included on the
information. poster.
Knowledge Gained Student can accurately Student can accurately Student can Student appears to have
answer all questions answer most questions accurately answer insufficient knowledge
related to facts in the related to facts in the about 75% of about the facts or
poster and processes poster and processes questions related to processes used in the
used to create the used to create the facts in the poster poster.
poster. poster. and processes used
to create the poster.
Content - At least 7 accurate facts 5-6 accurate facts are 3-4 accurate facts Less than 3 accurate
are displayed on the displayed on the are displayed on the facts are displayed on
Accuracy
poster. poster. poster. the poster.
Attractiveness The poster is The poster is attractive The poster is The poster is
exceptionally attractive in in terms of design, acceptably distractingly messy or
terms of design, layout, layout and neatness. attractive though it very poorly designed. It
and neatness. may be a bit messy. is not attractive.
Mechanics Capitalization and There is 1 error in There are 2 errors There are more than 2
punctuation are correct capitalization or in capitalization or errors in capitalization or
throughout the poster. punctuation. punctuation. punctuation.

NegOr_Q3_GenBio2_SLKWeek4_v2
11
Activity B.
DIRECTIONS: Appreciate
. Write at least 3-5 sentences and write it in your notebook or paper.(10pts)

Source: https://www.google.com.ph/search?q=natural+selection&tbm=isch&ved=2ahUKE
wjmievA-LXuAhUS1JQKHTsyBeYQ2-
cCegQIABAA&oq=natur&gs_lcp=CgNpbWcQARgAMgcIABCxAxBDMgcIABCxAxBDMgQIA
BBDMgQIABBDMgQIABBDMgQIABBDMgQIABBDMgQIABBDMgQIABBDMgUIABCxAzoCCAB
Q6MgNWNDNDWD92g1oAHAAeACAAecBiAGeB5IBBTAuNC4xmAEAoAEBqgELZ3dzLXdpei1
pbWfAAQE&sclient=img&ei=BSAOYKbzGZKo0wS75JSwDg&bih=568&biw=1242&hl=en#imgr
c=hYaeSLMaZn3PqM

Criteria
Content 5 points
Cohesiveness 5 points
Total 10 points

NegOr_Q3_GenBio2_SLKWeek4_v2
12
III. WHAT I HAVE LEARNED
POST-TEST
DIRECTIONS:
A. Complete the sentence by filling in the blanks with the correct word/words from
the word pool. Write the answer in your notebook.

Evolution Charles Darwin Genes

Natural Selection Descent with modification.

1. According to _________, all species descended from only a few life forms that
had been modified over time.
2. ______ refers to the species that changed over time, giving rise to the new
species and share a common ancestor.
3. _______ are the blueprints for making an organism and, as such, hold information
about its every conceivable aspect.
4. Darwin use the phrase ______ instead of evolution.
5. _______ occurs through interactions between individual organisms and their
environment, individuals do not evolve.

B. Multiple Choice. Read and understand each item carefully. Then, write the
letter of your answer in your notebook.

1. The force that initiates evolution is ______.

a. Variation b. Mutation c. Extinction d. Adaptation

2. Which condition can be explained by Lamarckism?

a. How giraffes got their long neck
b. How humans lost their tail
c. How humans became bipedal
d. All of the above

3. The last common ancestor of humans is __________.

a. Pan troglodytes
b. Homo neanderthalensis
c. Lemuroidea
d. Dromaeosaurus

4. On the Origin of Species was written by ___________.

a. Charles Darwin
b. Ludmila Kuprianova
c. Mikhail A. Fedonkin
d. None of the above

NegOr_Q3_GenBio2_SLKWeek4_v2
13
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

6. The theory of evolution by natural selection was independently developed by

________.
a. Charles Lyell and Charles Darwin
b. Charles Darwin and Alfred Wallace
c. Erasmus Darwin and Lamarck
d. Charles Lyell and James Hutton

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
d. transmutation

8. Boucher de Perthes is known for discovering something in northern France during

the 1830's. What was it?
a. a partial Neanderthal skeleton
b. prehistoric stone tools
c. the major cause of biological evolution
d. none of the above

9. These are the blueprints for making an organism and, as such, hold information
about its every conceivable aspect.
a. Genes
b. Cells
c. Chromosomes
d. None of the above

10. It refers to the passing on of traits from parent organisms to their offspring.
a. Ascent with modification
b. Descent with modification
c. Natural Selection
d. Theory

NegOr_Q3_GenBio2_SLKWeek4_v2
14
 REFERENCES

https://www.thoughtco.com/descent-with-modification-129878

https://www.livescience.com/how-dna-turns-on-off.html

https://www.ck12.org/book/cbse_biology_book_class_xii/section/9.5/

https://www.google.com.ph/search?q=natural+selection&tbm=isch&ved=2ahUKEwjmi
evA-LXuAhUS1JQKHTsyBeYQ2-
cCegQIABAA&oq=natur&gs_lcp=CgNpbWcQARgAMgcIABCxAxBDMgcIABCxAxBDMg
QIABBDMgQIABBDMgQIABBDMgQIABBDMgQIABBDMgQIABBDMgQIABBDMgUIABCxAz
oCCABQ6MgNWNDNDWD92g1oAHAAeACAAecBiAGeB5IBBTAuNC4xmAEAoAEBqgELZ
3dzLXdpei1pbWfAAQE&sclient=img&ei=BSAOYKbzGZKo0wS75JSwDg&bih=568&biw=12
42&hl=en#imgrc=B9uXUFs27OwmUM

https://www.google.com.ph/search?q=charles+darwin&tbm=isch&ved=2ahUKEwjCps
Wu-bXuAhVHAKYKHfmPB_8Q2-
cCegQIABAA&oq=charle&gs_lcp=CgNpbWcQARgAMgcIABCxAxBDMgQIABBDMgQIA
BBDMgQIABBDMgQIABBDMgQIABBDMgQIABBDMgQIABBDMgoIABCxAxCDARBDMgQI
ABBDOgUIABCxA1CfiQNYy44DYIeYA2gAcAB4AYAB0wOIAeEOkgEJMC4xLjIuMS4ymAEA
oAEBqgELZ3dzLXdpei1pbWfAAQE&sclient=img&ei=6yAOYIKFHseAmAX5n574Dw&bih=5
68&biw=1242&hl=en#imgrc=lN7tlDeAA91MFM

https://www.google.com.ph/search?q=evolutionary+thought+timeline&tbm=isch&ved
=2ahUKEwiFoODU-bXuAhVQAKYKHV4RA5EQ2-
cCegQIABAA&oq=evolutionary+thoughts&gs_lcp=CgNpbWcQARgCMgIIADICCAAyBg
gAEAoQGFDiUVjFZ2DlgwFoAHAAeAKAAaMPiAHQLpIBBzUtMS44LTOYAQCgAQGqAQtn
d3Mtd2l6LWltZ8ABAQ&sclient=img&ei=OyEOYMWWJtCAmAXeooyICQ&bih=568&biw=1
242&hl=en#imgrc=DIHrWJIvGhFu5M

http://www.biologyreference.com/Gr-Hi/History-of-Evolutionary-Thought.html

https://epicofevolution.com/dialog/evolution-of-evolution.html

http://epic ofevolution.com/dialog/evolution-of-evolution.html

NegOr_Q3_GenBio2_SLKWeek4_v2
15
 DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF NEGROS ORIENTAL

SENEN PRISCILLO P. PAULIN, CESO V

Schools Division Superintendent

JOELYZA M. ARCILLA EdD

OIC - Assistant Schools Division Superintendent

MARCELO K. PALISPIS EdD JD

OIC - Assistant Schools Division Superintendent

NILITA L. RAGAY EdD

OIC - Assistant Schools Division Superintendent / CID Chief

ROSELA R. ABIERA
Education Program Supervisor – (LRMS)

ARNOLD R. JUNGCO
PSDS- Division Science Coordinator

MARICEL S. RASID
Librarian II (LRMDS)

ELMAR L. CABRERA
PDO II (LRMDS)

Ma. OFELIA I. BUSCATO

Writer

IVANNE RAY A. GIDOR

LAYOUT ARTIST
_________________________________
ALPHA QA TEAM
LIEZEL A. BESAS
MA. OFELIA I. BUSCATO
ANDRE ARIEL B. CADIVIDA
THOMAS JOGIE U. TOLEDO
BETA QA TEAM
LIEZEL A. BESAS
JOAN B. VALENCIA
LIELIN A. DE LA ZERNA
PETER PAUL A. PATRON
THOMAS JOGIE U. TOLEDO
DISCLAIMER
The information, activities and assessments used in this material are designed to provide accessible learning modality
to the teachers and learners of the Division of Negros Oriental. The contents of this module are carefully researched, chosen,
and evaluated to comply with the set learning competencies. The writers and evaluator NegOr_Q3_GenBio2_SLKWeek4_v2
were clearly instructed to give credits to
information and illustrations used to substantiate this material. All content is subject to copyright and may not be reproduced in
any form without expressed written consent from the division.
16
 SYNOPSIS 10. B
9. A
8. B
This self-learning kit (SLK) focuses 7. A
6. B
on descent with modification from 5. C

common ancestors. It also explains the

4. A
3. A
Origin of Species through Natural 2. D

Selection which involved adaptation

1. A
B.
and survival of the fittest in the 5. Natural Selection
4. descent with modification.
environment. 3. Genes
2. Evolution
1. Charles Darwin
Students will learn that there are A.

many aspects and ideas about

Post-test
rubrics presented.
evolution prior to Charles Darwin. B. The score will be based on the
*Rubrics will be provided
development of evolution
understanding on the
will be based on their
A. The grade of making the poster
Activities
5. Transmutation
4. Ancestor
3. Natural Selection
2. Charles Darwin
1. Evolution
Pre-Activity
ANSWER KEY

ABOUT THE AUTHOR

Ma. Ofelia I. Buscato, RN,LPT is a Registered Nurse and a Licensed
Professional Teacher currently teaching in the Senior High School
Department Ong Che Tee Bacong High School, Sacsac, Bacong,
Negros Oriental. She completed her Comprehensive Academic
Requirements in her Master of Education major in General
Science at Foundation University.

NegOr_Q3_GenBio2_SLKWeek4_v2
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 NegOr_Q3_GenBio2_SLKWeek4_v2
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