Earth and Life Science

Quarter 2 – Module 21:

Evolving Concept of Life Based
on Emerging Pieces of Evidence
Introductory Message
For the facilitator:

Welcome to the Earth and Life Science/Grade 11 Alternative Delivery Mode (ADM)
Module on Evolving Concept of Life Based on Emerging Pieces of Evidence!

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

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

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

Notes to the Teacher

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

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

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For the learner:

Welcome to the Earth and Life Science 11 Alternative Delivery Mode (ADM) Module
on Evolving Concept of Life Based on Emerging Pieces of Evidence!

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

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

This module has the following parts and corresponding icons:

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

What I Know This part includes an activity that aims to

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

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

the current lesson with the previous one.

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

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

What is It This section provides a brief discussion of the

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

What’s More This comprises activities for independent

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

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

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 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

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

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

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 What I Need to Know

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

The module covers:

 Lesson 1 – Historical Development of the Concepts of Life

After going through this module, you are expected to:

1. identify the sequence of events of the history of life on earth;
2. name the pieces of evidence on the evolution of life on earth;
3. recognize the importance of knowing the history of life on earth

What I Know

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

1. Dinosaurs are reptiles that existed for a very long time. Which era did these
organisms evolve?
A. Cenozoic Era
B. Mesozoic Era
C. Paleozoic Era
D. Proterozoic Era
2. What are the first photosynthetic organisms that grow well on earth?
A. Bryophyllum’
B. cyanobacteria
C. stromatolites
D. zircon crystal

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3. The oxygen revolution changed Earth’s environment dramatically. Which of
the following adaptations took advantage of the presence of free oxygen in the
oceans and atmosphere?
A. The evolution of cellular respiration, which used oxygen to help
harvest energy from organic molecules.
B. The evolution of chloroplasts after early protists incorporated
photosynthetic cyanobacteria
C. The evolution of multicellular eukaryotic colonies from communities
of prokaryotes.
D. The evolution of photosynthetic pigments that protected early algae
from the corrosive effects of oxygen.
4. Why did it take millions of years for life to appear on Earth after the planet
had formed?
A. It took millions of years for RNA to replace DNA.
B. Life on Earth could begin only when seedlings arrived on our planet
from other worlds.
C. The planet had cooled down enough to sustain life.
D. The planet had warmed up enough to sustain life.
5. Which types of organisms developed first due to the early environmental
conditions on Earth?
A. eukaryotic and aerobic
B. eukaryotic and anaerobic
C. prokaryotic and aerobic
D. prokaryotic and anaerobic

6. What are called the remains of living organism used in understanding the
history of life on earth?
A. bone
B. fossils
C. seeds
D. shells
7. Which statement is NOT true about fossils?
A. A small percent of extinct organisms is preserved.
B. Most extinct organisms have been preserved.
C. Plants can form fossils.
D. Some bacteria came from fossils.
8. Which of the following can be considered as a fossil?
A. a billion-year old rock
B. a billion-year old piece of amber
C. a billion-year old amber with a primitive insect inside
D. the choices are all correct
9. What unique substance do researchers look after in their study of eukaryotes?
A. biomarkers
B. fossils
C. mitochondria
D. stromatolites

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10. What is the evidence for a last universal common ancestor among life on
earth?
A. They all look the same.
B. They are all aerobic.
C. They all have the same synthesis pattern.
D. They share the same underlying molecular biology.

11. Which statement best shows the main significance of studying the past?
A. It will allow researchers to think what they need to study
B. It will give job for many scientists and paleontologists.
C. The past is attractive to look back.
D. Understanding the past allows to predict the future and help in
creating it.
12. One of the significance of knowing the history of life is to determine the
origin of one living organism. According to researches, the ___are the only
surviving species and one of the living evidences that life have existed on
Earth and evolved from Homo erectus.
A. birds
B. dinosaurs
C. human beings
D. sponges
13. Over the past decades, there are challenges that environment has been
facing. Pandemics affected the lives of various living organisms. What is the
significance of knowing this history?
A. It will give an idea on how medical world will seek for the treatment.
B. It will give medical practitioners an income.
C. It will lead scientists to know the history of life.
D. They will just be informed about it.
14. The following statements are challenges for the researchers in finding and
identifying signs of early cells. Which is not part of the group?
A. Cells are microscopic and most have no parts to fossilize
B. Slightly younger rocks have been heated up and undergone other
processes
C. Tectonic plate movements have destroyed nearly all rocks older than
about 4 billion years.
D. Materials and testing laboratories are not available.
15. The study of history of life is significant in many aspects. The stromatolites
played a significant role as a source of evidence. What is stromatolite?
A. It consists of layered bacteria and sediment.
B. It is formed during volcanic eruptions.
C. It is found in animals.
D. It is produced through endosymbiosis.

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 Lesson Evolving Concept of Life
1 Based on Emerging Pieces of
Evidence
Have you been curious of when and where did life possibly start on Earth? During
the 1800s geologists and the naturalists found several forms of physical evidence
that confirmed that Earth is very old. The evidences include: fossils of ancient sea
life on dry land far from oceans, this supported the idea that the Earth changed over
time and some dry land today was once covered by oceans; the many layers of rock
allowed the people to realize that rock layers represent the order in which rocks and
fossils appeared, thus they were able to trace the history of Earth and life on Earth;
lastly, the indications that volcanic eruptions, earthquakes and erosion that
happened long ago shaped much of the Earth’s surface and supported the idea of an
older Earth. This module will help you understand the historical development of the
concept of life based on emerging pieces of evidence. This will trace back the events,
processes, and living organisms existed on earth from the earliest time to present.

What’s In

Activity 1: My Life in Timeline

Directions: Picture out a history of your life. Create a timeline that will reflect the
events happened to you in the past.

My Life in Timeline

Guide Questions

1. What is a timeline?

2. Why is timeline significant?

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 Notes to the Teacher

This module will help you to understand the concepts about

historical development of life. Guide the students by elaborating
the simple and complex concepts included on each activity
presented. Expectedly you will meet the target at the end of the
module.

What’s New

Activity 2: Timeline of Events

Read and analyze the timeline. Arrange the following pictures in order. Write number
1 to 6 under each picture to show the order of the appearance of life forms on earth.

 The early earth is said to be violent

4.6 – 3.8 BYA because of the meteorites and volcanic
eruptions. With this condition, zircon
crystal was formed.
3.5 BYA  Life on Earth initially began with
prokaryotes, discovered in sedimentary
rock formations called stromatolites.
 The first photosynthetic organism
3.0 BYA thrived the earth which is blue green
algae called cyanobacteria.

Timeline of  Appearance of the first eukaryotes

Appearance of 2.0 BYA and the influx of multicellular
organisms occurred 1.2 billion years
Life Forms ago.
 The Paleozoic era when the trilobites
and cephalopods became dominant
500 MYA
in the ocean particularly during the
Cambrian and Ordovician

 The Mesozoic era-the age of reptiles that

251 - 65.5 has a span of 251 to 65.5 MYA divided
MYA into Triassic, Jurassic and Cretaceous
period

250 TYA  The Cenozoic era- recent life and based on

paleontological evidence. Homo erectus have
evolved.

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 Cephalopod
_____________ ___________ and trilobite

Green algae
_________________ _____________

_________ __________

Activity 3: Evidence of Life

Directions: Give an evidence on the given events that occurred on geologic time scale
that enables the paleontologist to sequence the history of life.

Archean Proterozoic Eon

Hadean
(Period of (Period of
(Early Earth
Appearance of appearance of the
Development)
First Prokaryotes) first eukaryote)

Paleozoic era
Mesozic era
Cenozoic era (Dominance of
(Dominance of
(Recent Life) appearance of
dinosaurs)
trilobites)

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` Activity 4: It’s a match!

Directions: Column A are evidences while column B refers to certain timeline. Match
them by writing the letter of your answer on the space before the number.

Column A Column B
_____1. homo erectus A. 4.3 BYA
_____2. eukaryotes B. 2.0 BYA
_____3. zircon crystal C. Mesozoic Era
_____4. dinosaurs D. 250 thousand years ago
_____5. trilobite fossils E. Cambrian Period

Activity 5: Name It

Directions: Name the pieces of evidence on the evolution of life. Write your answer
on the space provided. Pick your answer from the terms inside the box.

zircon crystal stromatolites Cyanobacteria

first eukaryotes multicellular organisms Homo erectus
trilobite fossils
first prokaryotes

Period Evidences/Organisms

4.6 to 3.6 billion years ago 1.

3.5 billion years ago 2.
3.0 billion years ago 3.
2.0 billion years ago 4.
1.2 billion years ago 5.
500 million years ago 6.
250 thousand years ago 7.

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 What is It

The universe is about 4.6 billion years old. Life on earth, probably began only
between 3.5 and 4.0 billion years ago. Evidences from fossil records show the
emergence of the different life forms. The common ancestor of all life was prokaryotic.
Since, oxygen was scarce on the early Earth, so the ancestral cell must also have
been an anaerobic. There are some challenges encountered in searching for the
evidence of early life. Cells are microscopic and most have no parts to fossilize. The
tectonic plate movements have destroyed nearly all rocks older than about 4 billion
years, and most of the younger rocks have been heated or undergone processes that
destroy the traces of biological material. At present, the oldest cell microfossils
(microscopic fossils) are filaments from 3.5 billion-year-old rocks in Western
Australia. The filaments resemble chains of modern photosynthetic bacteria and the
rocks in which they occur are the remains of ancient stromatolites.

The researchers look for biomarkers specific to eukaryotes. It is a substance that

occurs only or predominantly in cells of a specific type. Eukaryotes are organisms
having true nucleus. The DNA is enclosed within the nucleus whereas DNA of most
prokaryotes lies enclosed in the cell’s cytoplasm. The first eukaryotes were protists.

For life to evolve from simple single-celled organisms to many millions of species of
prokaryotic species to simple eukaryotic species to all the protists, fungi, plants and
animals, took some time. The first life forms were very basic and this then allowed
for the evolution of more complex life forms. Eukaryotic cells evolved from prokaryotic
cells. The evolution of life is brought about the changes in the environment which
are linked to changes in climate and geology. These Earth’s environmental changes
made the Earth’s environment more suitable for a wider variety of life forms.

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Activity 6: Arrange Me
Directions: From the given statements below arrange them to show the origin and
evolution of eukaryotes. Number the boxes from 1-8, 1 as the earliest.

A. The emergence of first celled

B. Photosynthesis and aerobic
organisms lacking nucleus in respiration evolve in some
environment where oxygen was bacterial lineages
scarce .

C. Fungi, animals and algae that D. The presence of organic

give rise to plants-had evolved compounds on early Earth.
in the seas

E. Oxygen-producing F. Aerobic bacteria lived inside

photosynthetic bacterial cell eukaryotic cell, then
entered a eukaryotic cell, descendants of these bacteria
bacterial descendants evolved evolved into mitochondria
into chloroplasts

G. Endomembrane system and

nucleus evolve through the H. The modern life-modern
modification of cell organisms related by descent.
membranes

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 What’s More

Activity 7: Time to Reveal

Directions: Arrange the jumbled word to reveal the evidence in the history of life on
earth. Write the answer on the space below the grid.
 A marine animal first evolved at
R I O T L T I E B the beginning of the Cambrian
period, 542 MYA, where they
dominated the ocean.

 The modern human that have

E E R C T U S M O H O evolved 250 thousand years ago.

A K R P O R Y O T S E  A basic cell type which lacks

true nucleus. Bacteria, blue-
green algae, archaeans and
spirochetes are examples of
organisms belonging to this cell
type.
R U O S D N I A S  These are giant reptiles that
roamed the earth during the
Mesozoic era.

A K R U E Y O T S E  This basic cell type possesses a

true nucleus that contains DNA

Activity 8: Origin of Life

Directions: Create a concept map that will discuss how life originated and
evolved based on emerging pieces of evidence using the concepts inside the
box.

 history of life ● adaptation

 eukaryotic cell ● photosynthesis
 prokaryotic cell ● scarcity of oxygen
 stromatolites ● biomarkers
 fossils ● organic monomers
 Variation Among Organisms
 Molecular DNA

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Activity 9: TMG (Transformations, Mass Extinctions and Geologic Changes)
Directions: Earth’s history is marked by a series of transformations, mass extinctions
and geologic changes that have taken place over the course of 4.6 billion years. Place
the given events on the corresponding time it occurred.

 First evidence of life (3,850 MYA)  Modern humans (0.1 MYA)

 Oldest fossils (3. 500 MYA)  Formation of great oceans (4,200
 First evidence of soft bodied animals MYA)
(900 MYA)  Continents begin shifting (3100
 The Cambrian Explosion (530 MYA) MYA)
 First land plants and fish (480 MYA)  Rodinia supercontinents breaks up (
 First reptiles (350 MYA) 700 MYA)
 First Mammals and dinosaurs (220  Pangea supercontinent breaks up
MYA) (200 MYA)
 First birds (150 MYA)  Inland seas dry up (200 MYA)
 First hominids (5.2 MYA )  Global ice ages begin (2 MYA)
 About 50%of marine invertebrate genera (Late Triassic 206 MYA)
 Dinosaurs and 60 to 80 percent of all species (End Cretaceous 65 MYA)
 25 % of Marine invertebrate families (End Ordovician 443 MYA)
 Many wood land, plant-eating herbivores (Miocene 9 MYA)

Transformation Mass Extinctions Geologic changes

s

Activity 10: Extinct Flora & Fauna

Directions: The study of the history of life revealed that there were living organisms
that became extinct brought by environmental conditions. In recent times, there are
news on various species that underwent this process. Enumerate flora and fauna
that become extinct and the reasons for their inexistence.

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Activity 11: Sequence of Events
Directions: Below are some key events happened in the past. Create a timeline that
will show the sequence of events of the history of life. Use the information below as
your guide. You may just use the keywords as part of your timeline.

 The genus Homo gave rise to modern humans, Homo sapiens, us. It
is estimated that they have been around for 2.3-2.4 million years,
coinciding with the first evidence of stone tool usage.
 The first mammals are our most direct ancestors, evolved from
Amniotes. One of the earliest known mammals was Eozostrodon lived
about 210 million years ago.
 Studies of fossils from the Devonian Period 416-359 MYA indicates
that land plants had evolved features we recognized today, such as
leaves, roots and secondary wood.
 Simple eukaryotes, but more advanced organisms, thought to
developed 1.6 – 2.1 billion years ago
 Oldest known fossilized prokaryotes have been dated approximately
3.5 billion years ago
 Around 1.1 billion years ago multicellular organisms are thought to
have started to develop.
 Animals in the most basic sense of the word, have evolved from
eukaryotes. Fossils of early sponges have been discovered in 665
million years old rock.
 560 million years ago, some highly significant fossils of an organism
which was named Charnia were discovered. These enigmatic early
animals were anchored to the sea floor where they are thought to have
absorbed nutrients.

Activity 12: Why Should I Study History of Life?

Directions: Write at least fifty-word reflection paper on: “Why should I study history
of life?”.

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 What I Have Learned

Activity 13: Complete me

Directions: Complete the paragraph by filling-in the blanks with the correct word
from the box.

stromatolites ocean
human Beings zircon crystal
4.6 billion years ago Mesozoic Era
Cenozoic 3.0 billion years ago
Earth Homo erectus

About (1) __________, the earth was formed as the solar system came into
existence with the other planets rotating around the sun. (2) __________ is said to be
geologically violent because of the continuous bombardment by meteorites and
volcanic eruptions. With this condition, minerals were formed from the elements and
compounds contained in the molten material. The oldest material found on earth is
the (3) __________ that is estimated to be 4.3 billion years old. Life on earth is believed
to begin 3.5 billion years ago with single –celled prokaryotes, as discovered in
sedimentary rock formations called (4) __________. As early as (5) __________, the first
photosynthetic organism thrived the earth which is blue green algae called
cyanobacteria. It was 2.0 billion years ago when the first eukaryotes appeared and
the influx of multicellular organisms occurred 1.2 billion years ago. During the
Paleozoic Era which lasted 542 to 251 MYA, the Cambrian and Ordovician Period
has been known as the age of invertebrates when trilobites and cephalopods became
dominant in the (6) __________. The (7) __________ is the age of reptiles that has a
span of 251 to 65.5 MYA divided into Triassic, Jurassic and Cretaneous Period. (8)
__________ is the era of recent life and based on paleontological evidence (9) __________
have evolved 250 thousand years ago. (10__________ are the only surviving species
and one of the living evidences that life have existed on earth.

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 What I Can Do

Directions: You may pick one of the questions to answer in this area.

1. If the multicellular organisms arise from the unicellular organisms, can

you tell that all the species/organisms are related with one another?
Why do you think so?

2. If you are one of the environmentalists and was assigned in one of the
forests in the Philippines which happened to be the location of some
endangered species, what are the plans that you would organize to
ensure the conservation of the species of the flora and fauna present in
your assigned area?

3. Write a short poem that will discuss the importance of knowing the
concepts of the history of life to human beings and other living
organisms.

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 Assessment

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

1. Oxygen was scarce during the early development of Earth. By this situation,
what kind of organism first existed?
A. aerobic organism
B. anaerobic organism
C. mammal
D. protist
2. Which of the following statements is NOT true on the evolution of multicellular
organisms?
A. The process of continuous specialization brought more complex
organisms.
B. The prokaryotic organisms that formed multicellular aggregates were
like the cells of Cyanobacteria.
C. They are believed to have evolved from single-celled prokaryotic
organisms.
D. They are formed from other multicellular colonial aggregates through
cells specialization.
3. Why do you think the emergence of plants and animals came later than simple
living organisms?
A. The cell structures of these multicellular organisms are more complex.
B. Their existence is not that important on Earth
C. Their size is too big that it takes longer time for development.
D. These organisms composed of many nucleus compared to unicellular.
4. Which statement is incorrect about living organisms?
A. Evolution of oxygen-producing organisms allow the increase in the
atmospheric oxygen.
B. Organisms did not change despite of the changes in the environment.
C. The eukaryotic organisms evolved from the unicellular prokaryotic.
D. The earliest forms of life existed were the prokaryotes.
5. Place the following in the order in which they evolved or existed: eukaryotic
cell, prokaryotic cell, photosynthesis, organic molecules.
A. eukaryotic cell, photosynthesis, prokaryotic cell, organic molecules
B. eukaryotic cell, prokaryotic cell, organic molecules, photosynthesis
C. organic molecules, eukaryotic cell, photosynthesis, prokaryotic cell
D. organic molecules, prokaryotic cell, photosynthesis, eukaryotic cell

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6. What is the evidence for a last universal common ancestor among life on
Earth?
A. All are classified as aerobic organisms.
B. All look the same.
C. They have similar synthesis pattern.
D. They share similar molecular features.
7. What unique substance do researchers look after in their study of eukaryotes?
A. biomarkers
B. fossils
C. mitochondria
D. stromatolites
8. Which of the following can be considered as a fossil?
A. a billion-year old rock
B. a billion-year old piece of amber
C. a billion-year old amber with a primitive insect inside
D. the choices are all correct
9. Mainly the fossils are found on sedimentary rocks. What type of rocks are
stromatolites?
A. igneous
B. metamorphic
C. sedimentary
D. Trilobites
10. Which of the following is NOT true about the evidence that fossils provide?
A. All fossils gathered contain intact DNA that can be sequenced.
B. Fossil ages can often be determined by testing nearby rocks.
C. Fossil organisms often share physical similarities with living
organisms.
D. Some fossil organisms are transitional forms between groups of
organisms.
11. It was stated that the organisms are evolving. The evolution can be due to
environmental changes. More so, the conservation of their traits depends
mainly on how they will survive. In this regard, humans alter the natural world
bringing harmful consequences from their activity, known as ___.
A. environmental issues
B. ecosystem conflict
C. environmental topics
D. human intervention
12. What is the significance of studying the molecular evidence present among
living organisms?
A. It will allow the classification of living organisms.
B. It will benefit the economy of the world.
C. It will give idea for the scientist which to clone.
D. It will then serve as the basis of what to study.

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13. Over the past several decades, natural selection has caused populations of
Staphylococcus aureus to evolve resistance to most antibiotics. What do you
think would be the significance of being knowledgeable about the history of
this organism towards antibiotics?
A. It will give an idea of continuing the use of antibiotic against
Staphylococcus aureus.
B. It will give an idea for the medical team to discontinue the use of
particular antibiotic resistant to that microorganism.
C. It will just give them background about the microorganism.
D. It will just give them idea of increasing the frequency of the organisms.
14. The study of history of life is indeed significant. As part of searching for the
fossils of previous organisms, stromatolite played a significant role. What is
true about stromatolite?
A. It is found on eukaryotes.
B. It is produced by endosymbiosis.
C. It consists of layered bacteria and sediment.
D. It is formed during volcanic eruptions.
15. The following statements are challenges for the researchers in finding and
identifying signs of early cells. Which among the choices should NOT be
included?
A. Cells are microscopic and most have no parts to fossilize
B. Materials and testing laboratories are not available.
C. Slightly younger rocks have been heated up and undergone other
processes
D. Tectonic plate movements have destroyed nearly all rocks older than
about 4 billion years.

Additional Activities

1. It was stated that researchers faced challenges looking for fossils of the
earliest-life forms. These fossils served as evidence of the origin of life. Based
on your knowledge of tectonic plates, why few samples of early rocks remain?

2. Create an interactive infographic that will show the history of earth.

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