406-i-vi-MSS05-000000_CR 19.04.2004 12:48 Page i tammyb 301:goscanc:scanc406:layouts:

Glencoe Science

Chapter Resources

Adaptations Over Time Includes: Reproducible Student Pages ASSESSMENT

TRANSPARENCY ACTIVITIES

✔ Chapter Tests

✔ Section Focus Transparency Activities

✔ Chapter Review

✔ Teaching Transparency Activity

HANDS-ON ACTIVITIES

✔ Assessment Transparency Activity

✔ Lab Worksheets for each Student Edition Activity

Teacher Support and Planning

✔ Laboratory Activities

✔ Content Outline for Teaching

✔ Foldables–Reading and Study Skills activity sheet

✔ Spanish Resources ✔ Teacher Guide and Answers

MEETING INDIVIDUAL NEEDS ✔ Directed Reading for Content Mastery ✔ Directed Reading for Content Mastery in Spanish ✔ Reinforcement ✔ Enrichment ✔ Note-taking Worksheets

406-i-vi-MSS05-000000_CR 4/3/04 7:05 AM Page ii impos06 301:goscanc:scanc406:layouts:

Glencoe Science Photo Credits Section Focus Transparency 1: (tl) Jack Jeffrey Photography, (r) Jack Jeffrey Photography, (bl) Jack Jeffrey Photography; Section Focus Transparency 2: Museum of Paleontology, University of CA, Berkeley; Section Focus Transparency 3: (tl) John Reader/Science Photo Library/Photo Researchers, (tr) John

Reader/Science Photo Library/Photo Researchers, (bl) Natl. Museum of Kenya/Visuals Unlimited, (br) Cabisco/Visuals Unlimited

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein on the condition that such material be reproduced only for classroom use; be provided to students, teachers, and families without charge; and be used solely in conjunction with the Adaptations Over Time program. Any other reproduction, for use or sale, is prohibited without prior written permission of the publisher. Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, OH 43240-4027 ISBN 0-07-867096-9 Printed in the United States of America. 1 2 3 4 5 6 7 8 9 10 024 09 08 07 06 05 04

406-1-50-MSS05-000000_CR 4/3/04 7:07 AM Page 1 impos06 301:goscanc:scanc406:layouts:

Reproducible Student Pages Reproducible Student Pages ■

Hands-On Activities MiniLAB: Relating Evolution to Species . . . . . . . . . . . . . . . . . . . . . . . . 3 MiniLAB: Try at Home Living Without Thumbs . . . . . . . . . . . . . . . . . 4 Lab: Hidden Frogs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Lab: Design Your Own Recognizing Variation in a Population . . . . . . 7 Laboratory Activity 1: Modeling Geographic Isolation . . . . . . . . . . . . . 9 Laboratory Activity 2: Seed Adaptations . . . . . . . . . . . . . . . . . . . . . . 11 Foldables: Reading and Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . 15

■

Meeting Individual Needs Extension and Intervention Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . 17 Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . 21 Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Enrichment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

■

Assessment Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

■

Transparency Activities Section Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . 42 Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

Adaptations Over Time

1

406-1-50-MSS05-000000_CR 4/3/04 7:07 AM Page 2 impos06 301:goscanc:scanc406:layouts:

Hands-On Activities

Hands-On Activities

2 Adaptations Over Time

406-1-50-MSS05-000000_CR 4/3/04 7:07 AM Page 3 impos06 301:goscanc:scanc406:layouts:

Date

Class

Hands-On Activities

Name

Relating Evolution to Species Procedure 1. 2. 3. 4. 5.

On a piece of paper, print the word train. Add, subtract, or change one letter to make a new word. Repeat step 2 with the new word. Repeat steps 2 and 3 two more times. Make a “family tree” that shows how your first word changed over time.

Analysis 1. Compare your tree to those of other people. Did you produce the same words?

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

2. How is this process similar to evolution by natural selection?

Adaptations Over Time

3

406-1-50-MSS05-000000_CR 4/3/04 7:07 AM Page 4 impos06 301:goscanc:scanc406:layouts:

Name

Date

Class

Procedure 1. Using tape, fasten down each of your thumbs next to the palm of each hand. 2. Leave your thumbs taped down for at least 1 h. During this time, do the following activities: eat a meal, change clothes, and brush your teeth. Be careful not to try anything that could be dangerous. 3. Untape your thumbs, then write about your experiences in the space below.

Data and Observations

Analysis 1. Did not having use of your thumbs significantly affect the way you did anything? Explain.

2. Infer how having opposable thumbs could have influenced primate evolution.

4 Adaptations Over Time

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

Hands-On Activities

Living Without Thumbs

406-1-50-MSS05-000000_CR 4/3/04 7:07 AM Page 5 impos06 301:goscanc:scanc406:layouts:

Name

Date

Class

Hands-On Activities

Hidden Frogs Lab Preview Directions: Answer these questions before you begin the Lab. 1. What possible habitats will you be modeling camouflage for? 2. How does camouflage protect a frog?

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

Through natural selection, animals become adapted for survival in their environment. Adaptations include shapes, colors, and even textures that help an animal blend into its surroundings. These adaptations are called camouflage. The red-eyed tree frog’s mint green body blends in with tropical forest vegetation. Could you design camouflage for a desert frog? A temperate forest frog?

Real-World Question

Procedure

What type of camouflage would best suit a frog living in a particular habitat?

1. Choose one of the following habitats for your frog model: muddy shore of a pond, orchid flowers in a tropical rain forest, multicolored clay in a desert, or the leaves and branches of trees in a temperate forest. 2. List the features of your chosen habitat that will determine the camouflage your frog model will need. 3. Brainstorm with your group the body shape, coloring, and skin texture that would make the best camouflage for your model. Record your ideas in the space provided on the next page. 4. Draw, in the space provided on the next page, samples of colors, patterns, texture, and other features your frog model might have. 5. Show your design ideas to your teacher and ask for further input. 6. Construct your frog model.

Materials (for each group) cardboard form of a frog colored markers crayons colored pencils glue beads sequins modeling clay

Goals ■

Create a frog model camouflaged to blend in with its surroundings.

Safety Precautions

Adaptations Over Time

5

406-1-50-MSS05-000000_CR 4/3/04 7:07 AM Page 6 impos06 301:goscanc:scanc406:layouts:

Name

Date

Class

(continued)

Ideas:

Samples:

Conclude and Apply 1. Explain how the characteristics of the habitat helped you decide on the specific frog features you chose.

2. Infer how the color patterns and other physical features of real frogs develop in nature.

3. Explain why it might be harmful to release a frog into a habitat for which it is not adapted.

Communicating Your Data Create a poster or other visual display that represents the habitat you chose for this Lab. Use your display to show classmates how your design helps camouflage your frog model. For more help, refer to the Science Skill Handbook.

6 Adaptations Over Time

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

Hands-On Activities

Data and Observations

406-1-50-MSS05-000000_CR 4/3/04 7:07 AM Page 7 impos06 301:goscanc:scanc406:layouts:

Name

Date

Class

Design Your Own Hands-On Activities

Recognizing Variation in a Population Lab Preview Directions: Answer these questions before you begin the Lab. 1. Which of the safety precautions for this lab reminds you to check with your teacher before disposing of lab materials? 2. List two variations found in apples.

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

When you first observe a flock of pigeons, you might think all the birds look alike. However, if you look closer, you will notice minor differences, or variations, among the individuals. Different pigeons might have different color markings, or some might be smaller or larger than others. Individuals of the same species—whether they’re birds, plants, or worms—might look alike at first, but some variations undoubtedly exist. According to the principles of natural selection, evolution could not occur without variations. What kinds of variations have you noticed among species of plants or animals?

Real-World Question

Test a Hypothesis

How can you measure variation in a plant or animal population?

Make a Plan

Form a Hypothesis Make a hypothesis about the amount of variation in the fruit and seeds of one species of plant.

Possible Materials fruit and seeds from one plant species metric ruler magnifying lens graph paper

Goals ■

■

Design an experiment that will allow you to collect data about variation in a population. Observe, measure, and analyze variations in a population.

Safety Precautions WARNING: Do not put any fruit or seeds in your mouth.

1. As a group, agree upon and write out the prediction. 2. List the steps you need to take to test your prediction. Be specific. Describe exactly what you will do at each step. List your materials. 3. Decide what characteristic of fruit and seeds you will study. For example, you could measure the length of fruit and seeds or count the number of seeds per fruit. 4. Design a data table in your Science Journal to collect data about two variations. Use the table to record the data your group collects. 5. Identify any constants, variables, and controls of the experiment. 6. How many fruit and seeds will you examine? Will your data be more accurate if you examine larger numbers? 7. Summarize your data in a graph or chart. Adaptations Over Time

7

406-1-50-MSS05-000000_CR 4/3/04 7:07 AM Page 8 impos06 301:goscanc:scanc406:layouts:

Name

Date

Class

(continued) 1. Make sure your teacher approves your plan before you start. 2. Carry out the experiment as planned. 3. While the experiment is going on, write down any observations you make and complete the data table in your Science Journal.

Analyze Your Data 1. Calculate the mean and range of variation in your experiment. The range is the difference between the largest and the smallest measurements. The mean is the sum of all the data divided by the sample size.

2. Graph your group’s results by making a line graph for the variations you measured. Place the range of variation on the x-axis and the number of organisms that had that measurement on the y-axis.

Conclude and Apply 1. Explain your results in terms of natural selection.

2. Discuss the factors you used to determine the amount of variation present. 3. Infer why one or more of the variations you observed in this lab might be helpful to the survival of the individual.

Communicating Your Data Create a poster or other exhibit that illustrates the variations you and your classmates observed.

8 Adaptations Over Time

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

Hands-On Activities

Follow Your Plan

406-1-50-MSS05-000000_CR 4/3/04 7:07 AM Page 9 impos06 301:goscanc:scanc406:layouts:

Date

1

Laboratory Activity

Class

Modeling Geographic Isolation

The traits of a species can change over time. Individuals moving into or out of an area can add variation to the genetic makeup of a species in a particular area. When a small part of a population is isolated, they will usually have fewer variations of traits than exist in a large population. You can model the frequency at which different variations of traits might occur in different sizes of populations.

Strategy You will model the effect of geographic isolation on the frequency of variations of a trait in a population. You will infer the risks and benefits of geographic isolation.

Materials index cards paper bags markers—10 different colors

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

Procedure 1. The class will be divided into groups. Geographically isolated populations: groups containing 2 students Large populations: groups containing 3–8 students 2. Assign a number to each member of the group. Start with one, and continue until every member of the group has a number. Your teacher will distribute 5 index cards to each student.

3. Mark your index cards according to your assigned number: one—red five—orange two—blue six—yellow three—green seven—purple four—black eight—brown 4. Shuffle all marked index cards and place them into one paper bag. 5. The color on each card represents a variation of one trait. Without looking, pull 10 index cards from the bag to represent 10 individuals. Record in the data table below the percent of your group’s population that has each of the chosen variations. Return all cards to the bag. Repeat five times, recording your results each time. 6. Meet with a member of a different group and share results, so that everyone has information about both types of populations.

Data and Observations Trials

Red

Blue

Green

Black

Orange

Yellow

Purple

Brown

1 2 3 4 5

Adaptations Over Time

9

Hands-On Activities

Name

406-1-50-MSS05-000000_CR 4/3/04 7:07 AM Page 10 impos06 301:goscanc:scanc406:layouts:

Name

Date

Class

Laboratory Activity 1 (continued) 1. What can you conclude about the percentage of individuals that might have a particular variation of a trait in large populations? In isolated populations?

2. What would be the effect on the population if the variation represented by red cards was harmful? Which group would have a greater percentage of the population harmed by this variation?

3. What would be the effect on the geographically isolated population if the variation represented by purple cards is harmful? The large population?

4. Using an index card system, tell how you could model the following: a. a population of fish in a lake that dries up, forming two separate ponds

b. a population of birds that migrates to an island that contains a population of the same species

c. several birds blown off course while migrating, and settling in a new area

Strategy Check Can you model a geographically isolated population? Can you describe positive and negative effects of geographic isolation? 10 Adaptations Over Time

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

Hands-On Activities

Questions and Conclusions

406-1-50-MSS05-000000_CR 4/3/04 7:07 AM Page 11 impos06 301:goscanc:scanc406:layouts:

Date

2

Laboratory Activity

Class

Seed Adaptations

An adaptation is any variation that makes an organism better suited to its environment. Adaptations are evident in all living things, including plants.

Strategy You will determine if water temperature affects seed germination. You will determine if scraping seed coats affects seed germination. You will explain how seed adaptations may help plants survive and reproduce.

Materials hot plate water small beakers honey locust seeds paper towels plastic lunch bags masking tape and pen coarse sandpaper

Figure 1 Add 10 honey locust seeds to each beaker

Procedure

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

Part A—Seed Coat and Water Temperature 1. Using a hot plate, heat a small amount of water in a beaker until it is boiling. WARNING: Do not touch beaker with unprotected hands. Glass, water, and plate are hot. Put the same amount of cold water into a second beaker. 2. Place ten honey locust seeds in each beaker as shown in Figure 1. 3. After 15 min, remove all seeds from the beakers. Wrap each group of seeds in a separate paper towel. 4. Moisten each towel and place it in a sealable plastic bag. Use Figure 2 as a guide. 5. Label each bag with your name, the date, and either “hot” or “cold” depending on which beaker the seeds were in. 6. Set the bags aside for 48 h.

Boiling water

Cold water

Figure 2 Moist paper towel

Label

Part B—Seed Coat and Scraping 1. Place ten honey locust seeds between wet paper towels. Place the towels and seeds in a plastic bag. 2. Label this bag with your name, the date, and “unscraped.”

Plastic bag

Adaptations Over Time

11

Hands-On Activities

Name

406-1-50-MSS05-000000_CR 4/3/04 7:07 AM Page 12 impos06 301:goscanc:scanc406:layouts:

Name

Date

Class

Laboratory Activity 2 (continued)

Part C—Accumulation of Data 1. After 48 h, open each seed bag and count the number of seeds that have germinated. A seed has germinated if there is a root extending from the seed. However, seeds about to germinate will be swollen to almost double their original volume due to the water intake. Because honey locust seeds may not have formed roots in 48 h, consider swollen seeds as having germinated (Figure 4). 2. Record individual data in Table 1. 3. Calculate the percentage of germination by using the following equation. number of germinated seeds total number of seeds

✕

Figure 3

Sandpaper

Figure 4 Honey locust seeds (natural size) Nongerminated

Germinated

percentage 100 = of germination

4. Record the percentages in Table 1. 5. Total and record class results in Table 2.

Data and Observations Table 1 Numbers and Percentages of Germinated Seeds—Individual Results Number of seeds used Hot water Cold water Scraped Unscraped

12 Adaptations Over Time

Number that germinated

Percentage of germination

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

Hands-On Activities

3. Prepare ten scraped honey locust seeds. While holding a honey locust seed tightly between your fingers, rub the same spot of the seed across the surface of a piece of coarse sandpaper. Press hard and rub each seed exactly ten times. Use Figure 3 as a guide. 4. Place these seeds between wet paper towels. Place the towels and seeds in a plastic bag. 5. Label the bag with your name, the date, and “scraped.” 6. Set the bags aside for 48 h.

406-1-50-MSS05-000000_CR 4/3/04 7:07 AM Page 13 impos06 301:goscanc:scanc406:layouts:

Name

Date

Class

Hands-On Activities

Laboratory Activity 2 (continued) Table 2 Numbers and Percentages of Germinated Seeds—Class Results Number of seeds used

Number that germinated

Percentage of germination

Hot water Cold water Scraped Unscraped

Questions and Conclusions 1. A seed coat serves as a barrier to germination. Water must penetrate this barrier for the seed to germinate. a. Does the hard coat of honey locust seeds block or allow cold water to pass through? (Use class results from Table 2.)

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

b. Does the hard coat of honey locust seeds block or allow hot water to pass through? (Use class results from Table 2.) c. At which temperature is water better able to pass through the seed coat? 2. Honey locust seeds are formed in the late fall. The seeds may fall to the ground in the early winter. a. Would the water temperature in soil in early winter be warm or cold? b. Could water easily pass through the seed coat of honey locusts at this time? c. Will honey locust seeds start to germinate at this time? d. Would young honey locust trees have a good chance of survival if they started growing in the winter? 3. Honey locust seeds remain in the soil until the following spring or summer. a. Would the water temperatures in soil during spring or summer be warmer or colder than in winter? b. Could water more easily pass through the seed coat of honey locusts at this time?

c. Would young honey locust trees have a good chance of survival if they started growing in the spring? Adaptations Over Time

13

406-1-50-MSS05-000000_CR 4/3/04 7:07 AM Page 14 impos06 301:goscanc:scanc406:layouts:

Name

Date

Class

Laboratory Activity 2 (continued)

b. Which seeds are less likely to survive? c. Which trait is more likely to be passed on to future generations? 5. Does the scraped seed coat of honey locust seeds block water or allow it to pass through? (Use class results from Table 2.) 6. a. Assuming that honey locust seeds fall to the ground in late fall or early winter, other than water temperature, what factor seems to prevent early seed germination?

b. Could the seed coat barrier to germination be a helpful variation? 7. Suggest a possible way that the seed coat of a honey locust might be “scraped” in nature. 8. Name the two honey locust seed adaptations that were studied in Part A and Part B of this experiment.

9. a. Do adaptations make survival easier or more difficult for organisms? b. Define the term adaptation. 10. Why are class data rather than individual data used to draw conclusions? 11. Describe an adaptation shown by a. climbing vines b. cactus plants

Strategy Check Can you determine if water temperature affects seed germination? Can you determine if scraping seed coats affects seed germination? Can you explain how seed adaptations may help plants survive and reproduce? 14 Adaptations Over Time

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

Hands-On Activities

4. Seed responses to water temperature are inherited genetic traits. Seeds that germinate in nature during cold weather will not survive. Seeds that germinate in nature during warm weather will have a better chance of surviving. This ability to germinate only in warm weather is called an adaptation. a. Which seeds are more likely to survive, those that germinate in cold or warm weather?

406-1-50-MSS05-000000_CR 4/3/04 7:07 AM Page 15 impos06 301:goscanc:scanc406:layouts:

Name

Date

Class

Hands-On Activities

Adaptations Over Time

Directions: Use this page to label your Foldable at the beginning of the chapter.

Principles of Natural Selection

Examples

1. Organisms produce more offspring than can survive. 2. Differences, or variations, occur among individuals of a species.

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

3. Some variations are passed to offspring. 4. Some variations are helpful. Individuals with helpful variations survive and reproduce better than those without these variations. 5. Over time, the offspring of individuals with helpful variations make up more of a population and eventually may become a separate species.

Adaptations Over Time

15

406-1-50-MSS05-000000_CR 4/3/04 7:07 AM Page 16 impos06 301:goscanc:scanc406:layouts:

Meeting Individual Needs

Meeting Individual Needs

16 Adaptations Over Time

406-1-50-MSS05-000000_CR 4/3/04 7:07 AM Page 17 impos06 301:goscanc:scanc406:layouts:

Name

Date

Directed Reading for Content Mastery

Class

Overview Adaptations Over Time

Directions: Complete the concept maps using the terms in the list below. gradualism haplorhines

tarsiers slowly punctuated equilibrium

apes humans

Meeting Individual Needs

Two models of

evolution

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

are

1.

2.

during which mutations and variations occur

during which a few genes mutate and result in a new species

3.

relatively quickly Primates

can be

4.

strepsirhines

such as

such as

such as

such as such as

lemurs

5.

6.

monkeys

7.

Adaptations Over Time

17

406-1-50-MSS05-000000_CR 4/3/04 7:07 AM Page 18 impos06 301:goscanc:scanc406:layouts:

Name

Date

Directed Reading for Content Mastery

Section 1

■

Class

Ideas About Evolution

Directions: Circle the term in parentheses that correctly completes the sentence. 1. (Lamarck/Darwin) hypothesized that characteristics developed by parents are passed on to their offspring. 2. A trip to the Galápagos Islands prompted (Lamarck/Darwin) to develop the theory of evolution by natural selection. 4. The rapid development of bacteria resistant to penicillin is an example of (gradualism/punctuated equilibrium). 5. Geographic isolation (does/does not) contribute to evolution. 6. Traits developed during a parent’s lifetime (are/are not) passed on to offspring. 7. Darwin’s theory of evolution by natural selection emphasizes the (similarities/differences) among individuals of a species. 8. A species is a group of organisms that share similar characteristics and (cannot/can) reproduce among themselves to produce fertile offspring. 9. Darwin observed that the beak-shapes of different species of Galápagos finches (were/were not) related to their eating habits. 10. (Populations/organisms) are made up of all the individuals of a species living in the same area. 11. Variations that occur among individuals of a species (are/are not) passed on to offspring.

18 Adaptations Over Time

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

Meeting Individual Needs

3. Variations result from (mutations/adaptations) in an organism’s genes.

406-1-50-MSS05-000000_CR 4/3/04 7:07 AM Page 19 impos06 301:goscanc:scanc406:layouts:

Name

Date

Section 2 Section 3

Directed Reading for Content Mastery

Class ■ ■

Clues About Evolution The Evolution of Primates

Directions: Write the term that matches each description below in the spaces provided. The vertical boxed letters should spell a word that is important in this study and complete item 10. 1

2

Meeting Individual Needs

3

4

5

6

7

8

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

9

1. humans, monkeys, and apes 2. Scientists estimate ages of rocks using _______ elements. 3. term meaning “wise human” 4. the study of the earliest growth stage of organisms 5. Body parts similar in origin and structure are _______ . 6. body structures that don’t seem to have a function 7. humanlike primates who lived about 4 to 6 million years ago 8. the remains, an imprint, or a trace of a prehistoric organism 9. type of rock in which most fossils are found 10. The important word is _____________________________________________.

Adaptations Over Time

19

406-1-50-MSS05-000000_CR 4/3/04 7:07 AM Page 20 impos06 301:goscanc:scanc406:layouts:

Name

Date

Class

Key Terms Adaptations Over Time

Directed Reading for Content Mastery

Directions: Circle the term in the puzzle that fits each clue. Then write the term on the line next to its clue. The terms read across or down. H U G B E T O N O T

I

N

I

W R A N V N

L N

V V

R U M O V R E T

T

Y U L

I

S O O U

L

P N

I

P A

E

I

C E

J M L

L

P U N C

T U A

I

A

I

E

T D S O S E S T C

P T

L W G C R A E K A C S

L H O D H T K D F W S

T E D E Q U

I

L

K C O C U

T

L

O V B O R A M S S

I

C G U S

S H N O S A

I

I

U

Y E P O A

Y

I

I

B R I

I

U M O C

A

L

T Y H

O S U

I

O C

J

S R Y E W S N N O S S O N N

F F O N Y S C H E

W E S E D

D L

I

M E N T

A R Y T

E

L

E M E N T

1. a group of organisms that share similar characteristics 2. Change in inherited characteristics over time is ___. 3. Darwin’s theory of evolution by natural ___. 4. the model for the slow, ongoing process of evolution 5. the model for rapid evolution 6. kind of rock in which fossils are often found 7. Each radioactive ___ gives off radiation at a different rate. 8. the study of embryos and their development 9. ___ structures appear to have no purpose. 10. animals with opposable thumbs and binocular vision 11. humanlike primates of 4 to 6 million years ago 12. early humans 13. an inherited trait that makes an individual different

20 Adaptations Over Time

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

Meeting Individual Needs

T

L

N T

A

B O T

S O M K

U

I

E C

I

I

G

T S

O H O S R H R N S C I

I

V Y S E E W H E R T M E P O C L U O N

M A H M A T P W I

A H

E S T

406-1-50-MSS05-000000_CR 4/3/04 7:07 AM Page 21 impos06 301:goscanc:scanc406:layouts:

Nombre

Fecha

Clase

Sinopsis Adaptaciones a través del tiempo

Lectura dirigida para Dominio del contenido

Instrucciones: Completa el mapa conceptual usando los siguientes términos. gradualismo haplorrinos

los tarseros lentamente equilibrio puntuado

los simios los humanos

Satisface las necesidades individuales

Dos modelos de

la evolución

son

1.

2.

durante el cual ocurren mutaciones y variaciones

durante el cual algunos genes mutan y dan como resultado una nueva especie

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

3.

relativamente rápido Los primates pueden ser

4.

estepsirrinos

como

como

como

como como

los lemures

5.

6.

los monos

7.

Adaptaciones a través del tiempo

21

406-1-50-MSS05-000000_CR 4/5/04 9:50 PM Page 22 impos06 301:goscanc:scanc406:layouts:

Nombre

Fecha

Lectura dirigida para Dominio del contenido

Sección 1

Clase ■

Ideas sobre la evolución

Instrucciones: : Encierra en un círculo el término en paréntesis que completa correctamente cada oración. 1. (Lamarck/Darwin) formuló la hipótesis de que las características desarrolladas por los padres se transfieren a sus crías. 2. Su viaje a las islas Galápagos motivó a (Lamarck/Darwin) a desarrollar la teoría de la evolución por selección natural.

4. El rápido desarrollo de las bacterias resistentes a la penicilina es un ejemplo de (gradualismo/equilibrio puntuado). 5. El aislamiento geográfico (no contribuye/contribuye) a la evolución. 6. Los rasgos que se desarrollan durante la vida de los padres (se transmiten/no se transmiten) a las crías. 7. La teoría de Darwin de la selección natural enfatiza las (similitudes/diferencias) entre los individuos de una especie. 8. Una especie es un grupo de organismos que comparte características similares y (no puede/puede) reproducirse entre sus miembros para producir progenie fértil. 9. Darwin observó que la forma de los picos de las diferentes especies de los pinzones de las Galápagos (estaban/no estaban) relacionados con sus hábitos alimenticios. 10. Un(a) (población/organismo) se compone de todos los individuos de una especie que viven en la misma área. 11. Las variaciones que ocurren entre los individuos de una especie (son/no son) transmitidas a la progenie.

22 Adaptaciones a través del tiempo

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

Satisface las necesidades individuales

3. Las variaciones son el resultado de (mutaciones/adaptaciones) en los genes de los organismos.

406-1-50-MSS05-000000_CR 4/3/04 7:07 AM Page 23 impos06 301:goscanc:scanc406:layouts:

Nombre

Fecha

Lectura dirigida para Dominio del contenido

Sección 2 Sección 3

Clase ■ ■

Pistas de la evolución La evolución de los primates

Instrucciones: Escribe el término que se describe en cada una de las oraciones. Las letras en la caja vertical negra te indicarán una palabra importante sobre este tema. 1

2

Satisface las necesidades individuales

3

4

U 5

6

7

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

8

1. Este término significa “humano sabio”. 2. Estructuras corporales que parecen no tener función. 3. Las partes que son similares en origen y estructura son ___________________ 4. Estudio de las etapas más tempranas del crecimiento de los organismos. 5. Los científicos estiman la edad de las rocas por medio de elementos ______________________. 6. Humanos, monos y simios. 7. Los restos, huellas o señales de organismos prehistóricos. 8. Tipo de roca en la que se encuentran la mayoría de los fósiles. 9. La palabra importante es ______________________.

Adaptaciones a través del tiempo

23

406-1-50-MSS05-000000_CR 4/6/04 3:58 PM Page 24 impos06 301:goscanc:scanc406:layouts:

Nombre

Fecha

Lectura dirigida para Dominio del contenido

Clase

Términos claves Adaptaciones a través del tiempo

Instrucciones: Usa las claves para buscar las palabra en la sopa de letras. T W V E E E Q L S U E T I M I L E G N I I B T A R O L I H E O J S E D I W E M

Q R M C G R T J F D R M B

P R I B W E A N V L H O S E L A D U Q X C H G I N Y O X H N M U T E N T R I O

M A T E S S P E C I B R D W Y M I N I D E C C I O A L I S M F B U O Q C J G T X K F E O U J W O P H A C I O N A R I A P L O G I A

E E S O N O Z B N I G K C

U X K S R P E V Q R H Q D

Instrucciones: Primero encierra en un círculo el término en la sopa de letras. Escribe luego el término en la línea correcta. Los términos aparecen horizontal o verticalmente. 1. Grupo de organismos que comparte características similares. 2. El cambio en una característica heredada a través del tiempo es ___. 3. Teoría de Darwin de la evolución por medio de la ___ natural. 4. Modelo que propone un proceso evolutivo lento y constante. 5. Modelo de evolución rápida. 6. Tipo de roca en el que se encuentran fósiles. 7. Cada ___ radiactivo produce radiación a una tasa diferente. 8. El estudio de los embriones y su desarrollo. 9. Las estructuras ___ parecen no tener función. 10. Animales con pulgar oponible y vista estereoscópica. 11. Primates parecidos a humanos hace 4 a 6 millones de años 12. Humanos primitivos. 13. Característica heredada que hace que un individuo sea diferente. 24 Adaptaciones a través del tiempo

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

Satisface las necesidades individuales

X H O M O E R E C T U S Q

406-1-50-MSS05-000000_CR 4/3/04 7:07 AM Page 25 impos06 301:goscanc:scanc406:layouts:

Name

1

Date

Reinforcement

Class

Ideas About Evolution

The traits of an individual that help it survive and reproduce are adaptations. If an organism is not well adapted to its environment, it may die. If it is well adapted to its environment, its chances of survival and reproduction are improved.

A—Bat Adaptations Bats usually feed by catching insects at night. Bats locate insects by giving off high-frequency sounds as they fly. These sounds bounce off insects and return to the bat. List three adaptations shown in Figure 1 that aid the bat in catching food.

Meeting Individual Needs

1. 2. 3.

B—Fish Adaptations Fish have a number of predators. Birds such as pelicans or gulls feed on fish. Large fish often feed on other smaller fish. List two adaptations shown in Figure 2 that aid the fish in avoiding predators (note coloration). 4.

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

5.

Figure 1

Figure 2

Adaptations Over Time

25

406-1-50-MSS05-000000_CR 4/3/04 7:07 AM Page 26 impos06 301:goscanc:scanc406:layouts:

Name

2

Date

Reinforcement

Class

Clues About Evolution

Directions: Complete the following sentences using the correct terms. 1. Relative dating provides a(n) ________________________ of the age of a rock layer or fossil. 2. Fossils provide direct evidence that ________________________ has occurred on Earth. 3. Scientists find clues about evolution from studying ________________________, the molecule that controls heredity and directs the development of every organism.

of ________________________ structures. 5. The human appendix, which seems to have no function, is a(n) ________________________ structure.

Directions: Answer the following questions on the lines provided. 6. In which type of rock are most fossils found? 7. What two methods are used to determine the age of a rock or fossil?

8. Why is the fossil record not complete?

9. List other evidence of evolution.

10. Does radiometric dating produce exact results? Why or why not?

26 Adaptations Over Time

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

Meeting Individual Needs

4. The flipper of a whale, wing of a bat, leg of a frog, and arm of a human are all examples

406-1-50-MSS05-000000_CR 4/3/04 7:07 AM Page 27 impos06 301:goscanc:scanc406:layouts:

Name

3

Date

Reinforcement

Class

The Evolution of Primates

Directions: In the table below list three physical characteristics that all primates share. Then describe how each of these characteristics functions or how each is adaptive. Characteristic

Function/Adaptation

Meeting Individual Needs

1.

2.

3.

Directions: Answer the following questions on the lines provided.

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

4. How do hominids differ from apes?

5. In what ways do Australopithecus and Homo habilis differ?

6. What traits did the early humans, Neanderthals, and Cro-Magnons share?

7. What social behaviors do we share with Cro-Magnon humans?

Adaptations Over Time

27

406-1-50-MSS05-000000_CR 4/3/04 7:07 AM Page 28 impos06 301:goscanc:scanc406:layouts:

Name

Enrichment

The Return of Tuberculosis

Meeting Individual Needs

Strains of bacterial infections such as pneumonia, malaria, and tuberculosis have been developing resistance to drug treatment since antibiotics were first introduced, and the trend has steadily increased since the late 1980s. The reemergence of tuberculosis (TB) is particularly alarming due to the fact that around one-third of the world’s population is infected with the disease. TB is the leading infectious killer, causing more deaths than AIDS, malaria, and tropical diseases combined.

TB and the Immune System TB spreads when people breathe germs that have been released into the air by the coughing, sneezing, or even talking of a person with active, untreated TB. This type of infection usually occurs with repeated day-to-day contact as opposed to casual contact. Many people are infected with TB but do not have the active form of the disease. Their immune systems protect their bodies by isolating the infectious germs in the cells that line the air sacs of the lungs. However, when the immune system becomes compromised through sickness, poor nutrition, or drug or alcohol abuse, the disease can become active. The germs can then break out of the protective cell walls.

Once out of the protective cell walls, the germs can begin multiplying and cause damage to the lungs and other organs. Indications of the disease are persistent cough, fever, weight loss, night sweats, fatigue, loss of appetite, and the appearance of blood in mucous from coughing.

Making a Comeback The disease is a leading cause of death in many developing countries and has historically been concentrated in urban areas due to crowding and poor hygiene. During the 18th and 19th centuries, the disease nearly became an epidemic in the rapidly developing urban centers of Europe and North America. In the early 20th century, improvements in health care and sanitation caused the rate of the disease to decline. However, in the mid-1980s, the disease began to reemerge once again. This time, the causes were the decline of health care systems, increased homelessness, the spread of HIV, and the spread of drug-resistant TB. As with other forms of drug-resistant infections, drug-resistant TB can evolve when patients do not take the fully prescribed course of treatment. The Centers for Disease Control and Prevention and the World Health Organization have begun educating doctors and patients about the disease and the dangers of not fully following the prescribed course of treatment.

1. Why is the reemergence of TB particularly alarming? 2. What is the difference between infection and the active disease?

3. What are the causes of the reemergence of TB?

4. How can drug resistance be avoided in the case of TB?

28 Adaptations Over Time

Class

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

1

Date

406-1-50-MSS05-000000_CR 4/3/04 7:07 AM Page 29 impos06 301:goscanc:scanc406:layouts:

Name

Enrichment

Evolution of Aquatic Mammals

The clues to the evolutionary past on Earth have sometimes led scientists to some unexpected discoveries. For example, the fossil record and physical structures of the group that includes whales, dolphins, and porpoises—aquatic mammals—indicate an unusual history. These animals possess features that indicate they began their life on land as four-legged mammals and then evolved into water-dwelling animals.

Fossil Gap

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

Class

The fossil record indicates that the shift from a land habitat to a water habitat occurred around 50 million years ago. Though there are many gaps in the fossil record from this time, some scientists reason that the lack of a clear fossil record might indicate rapid evolution or that the transitional species was not very widespread. Though the oldest fossils of these animals are from Egypt and southern Nigeria, evolutionists believe that the first of these animals evolved in an area now known as the Mediterranean Sea and the Arabian Gulf. The early ancestors of aquatic mammals were likely able to survive in this region in the habitats left by reptiles that became extinct during this period.

At the time these animals began evolving into species more suited for aquatic life, a great deal of competition for resources was occurring between species on land. To survive in water, these animals would need to be able to capture and eat fish, maintain body temperature in the water, and move easily in water. The physical changes that evolved were the backwards shift of external nostrils, the development of a streamlined neck and body, the loss of hindlimbs and the pelvic girdle, a change of forelimbs into flippers, the addition of horizontal tail flukes, the loss of most body hair, change in shape of teeth, and the addition of a layer of blubber.

Evidence of Evolution The bone structure of flippers and the jointed limbs of land-living mammals are homologous, and the prior existence of hind limbs is still apparent in the vestigial structures of modern aquatic mammals. The changes these mammal species underwent allowed them to survive in habitats that met their needs for existence and reduced their competition with other species of land mammals for resources.

1. Approximately when and where did aquatic mammals begin to evolve into water-dwelling species?

2. Why might the fossil record of the early history of these species have gaps?

3. What type of physical changes allowed these species to survive in aquatic habitats?

Adaptations Over Time

29

Meeting Individual Needs

2

Date

406-1-50-MSS05-000000_CR 4/3/04 7:07 AM Page 30 impos06 301:goscanc:scanc406:layouts:

Name

Enrichment

The Mysterious Past of Neanderthals

Meeting Individual Needs

In the search to discover the origins of modern humans, the evidence sometimes produces more questions than answers. Such is the case with the hominid species Homo neanderthalensis, a classification that has caused controversy since it was first given. Bones found in a cave near the Neander Valley in Germany shared distinctive skull and dental features and were grouped as a separate species from early humans, or Homo sapiens. After this classification was given, some scientists argued that the distinctive features of the remains did not indicate a separate species but were the result of a disease in modern humans. Still, the characteristics recognized as belonging to Neanderthals have been identified in remains throughout Europe in Germany, France, Belgium, Italy, and Spain.

A Sudden Disappearance Neanderthals likely lived during the last interglacial stage in Europe. The cause of their origin is uncertain. Furthermore, the reason for their sudden disappearance around 30,000 years ago is unknown. One hypothesis is that Neanderthals were well-adapted to the cold and died out as the climate began to change. Some researchers think that Neanderthals intermingled with and were absorbed by early humans, and still others think that a major catastrophe caused the end of Neanderthals.

A study involving radiocarbon dating of remains from Croatia indicates that Neanderthals and early humans very likely existed at the same time. The date established during the study placed the bones at 28,000 to 29,000 years of age. These dates refute an earlier study that placed the end of Neanderthal existence at 34,000 years ago. In addition, tools characteristic of those made by early humans were found at the site alongside tools characteristic of Neanderthals.

Speaking Ability Researchers also disagree as to whether Neanderthals could talk. One study from Duke University in 1998 measured the size of a canal in the skull that is crucial for speech. The results seemed to indicate that Neanderthals possessed the capacity of speech. A later study at Berkeley, however, refuted the Duke findings by proving that some primates have canals large enough for speech but do not possess the capacity for speech. The controversy surrounding Neanderthals continues as researchers debate how to classify them. Some think that Neanderthals should be placed in their own category separate from humans. Others believe that Neanderthals are simply a subspecies of Homo sapiens. Research and debate in the field are ongoing as scientists attempt to piece together the evolutionary past of humans.

1. During what time period did Neanderthals likely live? 2. What was the first controversy sparked by Neanderthals?

3. What other controversies surround Neanderthals?

30 Adaptations Over Time

Class

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

3

Date

406-1-50-MSS05-000000_CR 4/3/04 7:07 AM Page 31 impos06 301:goscanc:scanc406:layouts:

Name

Date

Note-taking Worksheet Section 1

Class

Adaptations Over Time

Ideas About Evolution

A. __________________—changes in inherited characteristics of a species over time 1. A species is a group of organisms that share similar ________________________ and can __________________ among themselves.

B. Darwin’s model of __________________ 1. Darwin _____________________ that plants and animals on islands off the coast of South America originally came from Central and South America. 2. Darwin _________________ that species of finches on the islands looked similar to a mainland finch species. 3. Darwin reasoned that members of a population best able to survive and reproduce will pass their traits to the next generation; over time, differences can result in separate ________________.

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

C. Darwin’s hypothesis became known as the theory of evolution by ________________________ — organisms with traits best suited to their environment will more likely survive and reproduce. D. __________________—an inherited trait that makes an individual different from other members of its species; an adaptation is a variation that makes an organism better suited to its environment. 1. Many ______________________ factors can cause changes in the sources of genes. 2. Geographic __________________ can make two populations so different they become different species. E. Two models explain the ______________ of evolution. 1. ___________________—describes evolution as a slow, ongoing process 2. The _______________________________ model says gene mutation can result in a new species in a relatively short time.

Adaptations Over Time

31

Meeting Individual Needs

2. Lamarck’s theory of _________________ characteristics was not supported by evidence.

406-1-50-MSS05-000000_CR 4/3/04 7:07 AM Page 32 impos06 301:goscanc:scanc406:layouts:

Name

Date

Class

Note-taking Worksheet (continued) Section 2

Clues About Evolution

A. ________________ found in sedimentary rock show evidence that living things evolved. B. Fossil age can be determined by _____________basic methods. 1. _________________ dating looks at fossil location in a particular layer of rock; older rock layers are under newer rock layers. 2. ____________________ dating compares the amount of radioactive element with the amount of nonradioactive element in a rock.

1. Incomplete rock record; most organisms do not become _____________. 2. Enough fossils have been discovered for scientists to conclude that complex organisms appeared ______________ simpler ones. 3. Most organisms that ever existed are now ______________. D. _______________ evidence, such as the development of antibiotic resistance in bacteria, supports evolution. E. _________________ evidence supporting evolution 1. ___________________, the study of embryos and their development, shows similarities among all vertebrate species. 2. ___________________ body parts can indicate two or more species share common ancestors. 3. _____________________________—structures that don’t seem to have a function but might have once functioned in an ancestor 4. ____________ can provide evidence about how closely related organisms are.

Section 3

The Evolution of Primates

A. _________________—group of mammals with opposable thumbs, binocular vision, and flexible shoulders 1. _________________ appeared about 4 to 6 million years ago and had larger brains than apes. 2. Fossils, such as Australopithecus, point to _______________ as the origin of hominids. 3. Homo habilis and Homo erectus are thought to be early human __________________.

32 Adaptations Over Time

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

Meeting Individual Needs

C. Fossil records have gaps.

406-1-50-MSS05-000000_CR 4/3/04 7:07 AM Page 33 impos06 301:goscanc:scanc406:layouts:

Name

Date

Class

Note-taking Worksheet (continued) B. _____________________ began evolving about 400,000 years ago. 1. _____________________ had short, heavy bodies with thick bones, small chins, and heavy brow ridges. a. Disappeared about 30,000 years ago b. Not thought to be direct ancestors of modern humans 2. ___________________ fossils date from around 10,000 to 40,000 years ago; Cro-Magnon

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

Meeting Individual Needs

humans are thought to be direct ancestors of early Homo sapiens.

Adaptations Over Time

33

406-1-50-MSS05-000000_CR 4/3/04 7:07 AM Page 34 impos06 301:goscanc:scanc406:layouts:

Assessment Assessment 34 Adaptations Over Time

406-1-50-MSS05-000000_CR 4/3/04 7:07 AM Page 35 impos06 301:goscanc:scanc406:layouts:

Name

Date

Chapter Review

Class

Adaptations Over Time

Part A. Vocabulary Review Directions: Unscramble the letters to form the correct word for each definition. 1. tenivuloo—change in hereditary features over time 2. sieecps—similar organisms whose members successfully reproduce 3. noitaviar—a difference in an inherited trait of an organism that may lead to new species 4. aaluntr einelctos—organisms with traits best suited to their environments are more likely to survive 5. smilarguda—evolution model showing slow change 6. slifsos—remains of once-living things 7. yinemesardt—fossils are found in this type of rock 8. tevariel gidtan—method to estimate the age of fossils 9. gleomyrybo—study of organisms in their earliest stages 10. slietavgi retuctrus—body part with no apparent function

12. uttupncdea ibimurleuiq—rapid evolution can come about by the mutation of just a few genes 13. acitrovaeid emtelne—element that gives off a form of atomic energy 14. starpemi—mammal group that includes apes and humans 15. smidhoni—humanlike primates that walked upright 16. mooh spineas—a species known as the “wise human”

Directions: List the hominids named below in order from oldest to most recent. Homo habilis

Cro-Magnon

Australopithecus

Neanderthal

17. ________________________ (oldest) 18. ________________________ 19. ________________________ 20. ________________________ (most recent)

Adaptations Over Time

35

Assessment

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

11. glosomuhoo—body parts similar in origin and structure

406-1-50-MSS05-000000_CR 4/3/04 7:07 AM Page 36 impos06 301:goscanc:scanc406:layouts:

Name

Date

Class

Chapter Review (continued) Part B. Concept Review Directions: Answer the following questions on the lines provided. 1. Describe the main idea of Lamarck’s hypothesis of acquired characteristics.

2. Describe the main idea of Darwin’s theory of evolution by natural selection.

3. Discuss how gradualism and punctuated equilibrium describe the rate of evolution.

Directions: Identify the type of evidence each example provides for evolution using the terms in the list below.

Assessment

vestigial structure DNA studies homologous structures 5. a mineralized shell 6. the tail and gills in developing mammals 7. the human appendix 8. a frog forelimb and a bat wing 9. similar DNA in chimpanzees and humans

Directions: Answer the following question using complete sentences. 10. Describe the traits that are characteristic of primates.

36 Adaptations Over Time

a fossil embryology

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

4. Explain the importance of fossils as evidence of evolution.

406-1-50-MSS05-000000_CR 4/3/04 7:07 AM Page 41 impos06 301:goscanc:scanc406:layouts:

Transparency Activities

Transparency Activities

Adaptations Over Time

41

406-1-50-MSS05-000000_CR 4/3/04 7:07 AM Page 42 impos06 301:goscanc:scanc406:layouts:

Name

1

Date

Section Focus Transparency Activity

Class

A Family Reunion

Transparency Activities

1. Describe the shapes of the honeycreepers’ beaks. 2. Why might their beaks have different shapes? 3. Pick any animal and describe a few characteristics that help it survive. 42 Adaptations Over Time

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

These Hawaiian honeycreepers came from one ancestral species. Over many years, the honeycreepers passed on traits that allowed them to adapt to varying foods and habitats. The result was 23 related species.

406-1-50-MSS05-000000_CR 4/3/04 7:07 AM Page 43 impos06 301:goscanc:scanc406:layouts:

Name

2

Date

Section Focus Transparency Activity

Class

A Bird of a Different Feather

Transparency Activities

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

A very intriguing and important fossil is that of Archaeopteryx, found in Germany in the 1860s. About 150 million years old, the Archaeopteryx appears to be a transitional species between reptiles and birds.

1. What birdlike traits does the Archaeopteryx possess? Which traits are not birdlike? 2. What kinds of information do fossils give us about the past? 3. Why is it important to accurately date fossils?

Adaptations Over Time

43

406-1-50-MSS05-000000_CR 4/3/04 7:07 AM Page 44 impos06 301:goscanc:scanc406:layouts:

Name

Date

3

Section Focus Transparency Activity

Class

Will my brain evolve before lunch?

Over the course of 4 million years, the hominid skull evolved from a form like the one on the top left to a form like the one on the bottom right. As hominids evolved, they began walking upright. Some scientists hypothesize that upright walking led to increased brain capacity and greater intelligence.

Transparency Activities

Homo erectus

Homo habilis

Homo sapiens

1. Describe the progression in skull shape from the top left to the bottom right. 2. What role might increasing brain size have played in human evolution? 3. What other animals have physical traits similar to human beings? 44 Adaptations Over Time

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

Australopithecus africanus

406-1-50-MSS05-000000_CR 4/3/04 7:07 AM Page 45 impos06 301:goscanc:scanc406:layouts:

Name

Date

Fossils in Rock

Transparency Activities

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

2

Teaching Transparency Activity

Class

Adaptations Over Time

45

406-1-50-MSS05-000000_CR 4/3/04 7:07 AM Page 46 impos06 301:goscanc:scanc406:layouts:

Name

Teaching Transparency Activity

Date

Class

(continued)

1. In what type of rock are fossils usually found? 2. Looking at the transparency, which fossils do you think are probably the oldest?

3. If the orange layer is about 25 million years old and the green layer is about 45 million years old, how old are the fossils in the pink layer?

4. How could you get a more accurate estimate of the age of these fossils?

Transparency Activities

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

5. How does the fossil record differ for species that fit the gradualism model compared to species that fit the punctuated equilibrium model?

46 Adaptations Over Time

406-1-50-MSS05-000000_CR 4/3/04 7:07 AM Page 47 impos06 301:goscanc:scanc406:layouts:

Name

Date

Assessment Transparency Activity

Class

Adaptations Over Time

Number of Unique Animal Species

Directions: Carefully review the graph and answer the following questions.

45 40 35 30 25 20 15 10 5 0

50

100

150

200

250

300

350

400

1. A scientist surveys 18 islands for animal species that live only on each island. According to the graph, what is the distance to the mainland of the island with the greatest number of unique animal species? A 400 km B 350 km C 300 km D 250 km 2. A logical hypothesis based on this graph is that the greater the distance to the mainland, the ___. F less likely it is that genetic variation will appear G less likely it is that more food will be available H more likely it is that unique species will appear J more likely it is that homo sapiens will appear

Transparency Activities

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

Distance to Mainland (km)

3. Another island is found 600 kilometers away from the mainland. Based on the table above, which of the following most likely represents the number of unique animal species on this island? A5 B 15 C 20 D 45

Adaptations Over Time

47