Science GREEN Resources CH 12 - Adaptations Over Time PDF

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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
✔ Assessment Transparency Activity
HANDS-ON ACTIVITIES
✔ 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
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Glencoe Science
Photo Credits
Section Focus Transparency 1: (tl) Jack Jeffrey Photography, (r) Jack Jeffrey Photography, (bl) Jack Jef-
frey 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 pro-
hibited without prior written permission of the publisher.
Send all inquiries to:

Glencoe/McGraw-Hill
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ISBN 0-07-867096-9
Printed in the United States of America.
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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

Hands-On Activities
Hands-On
Activities
2 Adaptations Over Time

Name Date Class
Hands-On Activities
Relating Evolution to Species
Procedure
1. On a piece of paper, print the word train.
2. Add, subtract, or change one letter to make a new word.
3. Repeat step 2 with the new word.
4. Repeat steps 2 and 3 two more times.
5. 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?
2. How is this process similar to evolution by natural selection?

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

Name Date Class

Hands-On Activities
Living Without Thumbs

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.

Name Date Class
Hidden Frogs
Hands-On Activities
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?
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 1. Choose one of the following habitats for
frog living in a particular habitat? your frog model: muddy shore of a pond,
orchid flowers in a tropical rain forest,

Materials (for each group) multicolored clay in a desert, or the leaves
cardboard form of a frog and branches of trees in a temperate forest.
colored markers 2. List the features of your chosen habitat that
crayons will determine the camouflage your frog
colored pencils model will need.
glue 3. Brainstorm with your group the body
beads shape, coloring, and skin texture that would
sequins make the best camouflage for your model.
modeling clay Record your ideas in the space provided on
the next page.
Goals 4. Draw, in the space provided on the next
■ Create a frog model camouflaged to blend page, samples of colors, patterns, texture,
in with its surroundings. and other features your frog model might
have.
Safety Precautions 5. Show your design ideas to your teacher and
ask for further input.
6. Construct your frog model.

Name Date Class
(continued)
Hands-On Activities

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.

Name Date Class
Design Your Own

Recognizing Variation in a Population
Hands-On Activities
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.
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

1. As a group, agree upon and write out the
Form a Hypothesis prediction.
Make a hypothesis about the amount of 2. List the steps you need to take to test your
variation in the fruit and seeds of one species prediction. Be specific. Describe exactly
of plant. what you will do at each step. List your
materials.
Possible Materials 3. Decide what characteristic of fruit and
fruit and seeds from one plant species seeds you will study. For example, you
metric ruler could measure the length of fruit and seeds
magnifying lens or count the number of seeds per fruit.
graph paper 4. Design a data table in your Science Journal
Goals to collect data about two variations. Use
■ Design an experiment that will allow you to the table to record the data your group
collect data about variation in a population. collects.
■ Observe, measure, and analyze variations in 5. Identify any constants, variables, and
a population. controls of the experiment.
6. How many fruit and seeds will you examine?
Safety Precautions Will your data be more accurate if you
WARNING: Do not put any fruit or seeds in examine larger numbers?
your mouth. 7. Summarize your data in a graph or chart.

Name Date Class
(continued)
Hands-On Activities
Follow Your Plan

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 sur-
vival of the individual.
Communicating Your Data

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

Name Date Class
Modeling Geographic Isolation

1 Laboratory
Hands-On Activities
Activity
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 3. Mark your index cards according to your
isolation on the frequency of variations of a assigned number:
trait in a population. one—red five—orange
You will infer the risks and benefits of two—blue six—yellow
geographic isolation. three—green seven—purple
Materials four—black eight—brown
index cards paper bags 4. Shuffle all marked index cards and place
markers—10 different colors them into one paper bag.
5. The color on each card represents a varia-
Procedure tion of one trait. Without looking, pull 10
1. The class will be divided into groups. index cards from the bag to represent 10
Geographically isolated populations: individuals. Record in the data table below
groups containing 2 students the percent of your group’s population that
Large populations: groups containing 3–8 has each of the chosen variations. Return
students all cards to the bag. Repeat five times,
2. Assign a number to each member of the recording your results each time.
group. Start with one, and continue until 6. Meet with a member of a different group
every member of the group has a number. and share results, so that everyone has infor-
Your teacher will distribute 5 index cards mation about both types of populations.
to each student.
Trials Red Blue Green Black Orange Yellow Purple Brown

Name Date Class
Laboratory Activity 1 (continued)

Hands-On Activities
Questions and Conclusions

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 harm-
ful? 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?

Name Date Class
Seed Adaptations
2 Laboratory
Hands-On Activities
Activity
An adaptation is any variation that makes an organism better suited to its environment. Adapta-
tions 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
Procedure Add 10
honey locust seeds
Part A—Seed Coat and Water Temperature to each beaker
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 Boiling Cold
are hot. Put the same amount of cold water water 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 Figure 2
separate paper towel. Label
4. Moisten each towel and place it in a seal- Moist
able plastic bag. Use Figure 2 as a guide. paper towel
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.
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, Plastic bag
and “unscraped.”

Name Date Class

Hands-On Activities
3. Prepare ten scraped honey locust seeds. Figure 3

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.” Sandpaper
6. Set the bags aside for 48 h.
Part C—Accumulation of Data
1. After 48 h, open each seed bag and count the Figure 4
number of seeds that have germinated. A seed Honey locust seeds
has germinated if there is a root extending (natural size)
from the seed. However, seeds about to
germinate will be swollen to almost double Nongerminated
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. Germinated
3. Calculate the percentage of germination by
using the following equation.

number of
germinated seeds percentage
✕ 100 = of germination
total number of seeds
4. Record the percentages in Table 1.

5. Total and record class results in Table 2.

Table 1
Numbers and Percentages of Germinated Seeds—Individual Results
Number of Number that Percentage of
seeds used germinated germination
Hot water
Cold water
Scraped
Unscraped

Name Date Class
Hands-On Activities
Table 2
Numbers and Percentages of Germinated Seeds—Class Results
Number of Number that Percentage of
seeds used germinated 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.)
b. Does the hard coat of honey locust seeds block or allow hot water to pass through?
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?

Name Date Class

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?
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?
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?
Name Date Class
Adaptations Over Time
Hands-On Activities
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.
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.

Meeting Individual Needs
Meeting Individual
Needs

Name Date Class
Directed Reading for Overview

Content Mastery Adaptations Over Time
Directions: Complete the concept maps using the terms in the list below.
gradualism tarsiers slowly apes
haplorhines punctuated equilibrium humans
Two models of

evolution
are
1. 2.
during which mutations during which a few genes

and variations occur 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
5. 6.
lemurs monkeys
7.

Name Date Class
Directed Reading for Section 1 ■ Ideas About Evolution

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

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.

Name Date Class
Directed Reading for Section 2 ■ Clues About Evolution

Content Mastery Section 3 ■ 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.

4
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 _____________________________________________.

Name Date Class
Directed Reading for Key Terms

Content Mastery Adaptations Over Time
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 I N I W R A N V E S T I G I A L N
O N O T 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 N T S E C B O T L W G C R A
O H O S R H R N S C I T V V R U M O V R E T T
S O M K I E I C E L S O O U Y U L E K A C S I
A H I P A J M L L L P N L H O D H T K D F W S
P U N C T U A T E D E Q U I L I B R I U M O C
I A I U I P T K C O C U T L O V B O R A M S S
E T D S O S E S T C I U I C G U S I A L T Y H
N T S H N O S A I Y E P O A Y I 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 I M E N T A R Y T D L 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

Nombre Fecha Clase
Lectura dirigida para Sinopsis

Dominio del contenido Adaptaciones a través del tiempo
Instrucciones: Completa el mapa conceptual usando los siguientes términos.
gradualismo los tarseros lentamente los simios
haplorrinos equilibrio puntuado los humanos
Dos modelos de
Satisface las necesidades individuales

la evolución
son
1. 2.
durante el cual ocurren mutaciones durante el cual algunos genes mutan y dan
y variaciones como resultado una nueva especie
3. relativamente
rápido
Los primates
pueden
ser
4.
estepsirrinos
como como como como

como
5. 6.
los lemures los monos
7.
Adaptaciones a través del tiempo 21

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Nombre Fecha Clase
Lectura dirigida para Sección 1 ■ Ideas sobre

Dominio del contenido 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.
3. Las variaciones son el resultado de (mutaciones/adaptaciones) en los genes de
los organismos.
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 pin-
zones 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

Nombre Fecha Clase
Lectura dirigida para Sección 2 ■ Pistas de la evolución

Dominio del contenido Sección 3 ■ 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

4
U
5
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

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Nombre Fecha Clase
Lectura dirigida para Términos claves

Dominio del contenido Adaptaciones a través del tiempo
Instrucciones: Usa las claves para buscar las palabra en la sopa de letras.
X T W V Q P R I M A T E S E U
H E E E R B W E S P E C I E X
O Q L S M A N V B R D W Y S K
M U E T C L H O M I N I D O S
O I M I G S E L E C C I O N R
E L E G R A D U A L I S M O P
R N I I T Q X C F B U O Q Z E
E B T A J H G I C J G T X B V
C R O L F N Y O K F E O U N Q
T I H E D X H N J W O P H I R
U O J S R M U T A C I O N G H
S E D I M E N T A R I A P K Q
Q W E M B R I O L O G I A C 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
Name Date Class
Ideas About Evolution

1 Reinforcement
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.
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.
5.
Figure 1 Figure 2

Name Date Class
Clues About Evolution

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

Name Date Class
The Evolution of Primates

3 Reinforcement
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
1.

2.
3.

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?

Name Date Class
The Return of Tuberculosis

1 Enrichment
Strains of bacterial infections such as Once out of the protective cell walls, the
pneumonia, malaria, and tuberculosis have germs can begin multiplying and cause damage
been developing resistance to drug treatment to the lungs and other organs. Indications of the
since antibiotics were first introduced, and disease are persistent cough, fever, weight loss,
the trend has steadily increased since the late night sweats, fatigue, loss of appetite, and the
1980s. The reemergence of tuberculosis (TB) appearance of blood in mucous from coughing.
is particularly alarming due to the fact that
around one-third of the world’s population is Making a Comeback
infected with the disease. TB is the leading The disease is a leading cause of death in
infectious killer, causing more deaths than many developing countries and has historically
AIDS, malaria, and tropical diseases been concentrated in urban areas due to
combined. crowding and poor hygiene. During the 18th
and 19th centuries, the disease nearly became
TB and the Immune System an epidemic in the rapidly developing urban
TB spreads when people breathe germs centers of Europe and North America. In the
that have been released into the air by the early 20th century, improvements in health
coughing, sneezing, or even talking of a care and sanitation caused the rate of the dis-
person with active, untreated TB. This type of ease to decline. However, in the mid-1980s, the
infection usually occurs with repeated disease began to reemerge once again. This
day-to-day contact as opposed to casual time, the causes were the decline of health care
contact. Many people are infected with TB systems, increased homelessness, the spread of
but do not have the active form of the HIV, and the spread of drug-resistant TB.
disease. Their immune systems protect their As with other forms of drug-resistant
bodies by isolating the infectious germs in the infections, drug-resistant TB can evolve when

cells that line the air sacs of the lungs. How- patients do not take the fully prescribed course
ever, when the immune system becomes of treatment. The Centers for Disease Control
compromised through sickness, poor and Prevention and the World Health Organiza-
nutrition, or drug or alcohol abuse, the tion have begun educating doctors and patients
disease can become active. The germs can about the disease and the dangers of not fully
then break out of the protective cell walls. 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?

Name Date Class
Evolution of Aquatic Mammals

2 Enrichment
The clues to the evolutionary past on At the time these animals began evolving
Earth have sometimes led scientists to some into species more suited for aquatic life, a
unexpected discoveries. For example, the great deal of competition for resources was
fossil record and physical structures of the occurring between species on land. To survive
group that includes whales, dolphins, and in water, these animals would need to be
porpoises—aquatic mammals—indicate an able to capture and eat fish, maintain body
unusual history. These animals possess fea- temperature in the water, and move easily in
tures that indicate they began their life on water. The physical changes that evolved were
land as four-legged mammals and then the backwards shift of external nostrils, the

evolved into water-dwelling animals. development of a streamlined neck and body,
the loss of hindlimbs and the pelvic girdle, a
Fossil Gap change of forelimbs into flippers, the addition
The fossil record indicates that the shift of horizontal tail flukes, the loss of most
from a land habitat to a water habitat occurred body hair, change in shape of teeth, and the
around 50 million years ago. Though there are addition of a layer of blubber.
many gaps in the fossil record from this time,
some scientists reason that the lack of a clear Evidence of Evolution
fossil record might indicate rapid evolution or The bone structure of flippers and the
that the transitional species was not very jointed limbs of land-living mammals are
widespread. Though the oldest fossils of these homologous, and the prior existence of hind
animals are from Egypt and southern Nigeria, limbs is still apparent in the vestigial structures
evolutionists believe that the first of these of modern aquatic mammals. The changes
animals evolved in an area now known as the these mammal species underwent allowed
Mediterranean Sea and the Arabian Gulf. The them to survive in habitats that met their
early ancestors of aquatic mammals were likely needs for existence and reduced their competi-
able to survive in this region in the habitats left tion with other species of land mammals for
by reptiles that became extinct during this resources.
period.
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?

Name Date Class
The Mysterious Past of Neanderthals

3 Enrichment
In the search to discover the origins of A study involving radiocarbon dating

modern humans, the evidence sometimes of remains from Croatia indicates that
produces more questions than answers. Such is Neanderthals and early humans very likely
the case with the hominid species Homo nean- existed at the same time. The date established
derthalensis, a classification that has caused con- during the study placed the bones at 28,000
troversy since it was first given. Bones found in a to 29,000 years of age. These dates refute
cave near the Neander Valley in Germany shared an earlier study that placed the end of
distinctive skull and dental features and were Neanderthal existence at 34,000 years ago. In
grouped as a separate species from early humans, addition, tools characteristic of those made by
or Homo sapiens. After this classification was early humans were found at the site alongside
given, some scientists argued that the distinctive tools characteristic of Neanderthals.
features of the remains did not indicate a sepa- Speaking Ability
rate species but were the result of a disease in Researchers also disagree as to whether
modern humans. Still, the characteristics recog- Neanderthals could talk. One study from Duke
nized as belonging to Neanderthals have been University in 1998 measured the size of a canal
identified in remains throughout Europe in Ger- in the skull that is crucial for speech. The
many, France, Belgium, Italy, and Spain. results seemed to indicate that Neanderthals
possessed the capacity of speech. A later study
A Sudden Disappearance at Berkeley, however, refuted the Duke findings
Neanderthals likely lived during the last by proving that some primates have canals
interglacial stage in Europe. The cause of large enough for speech but do not possess the
their origin is uncertain. Furthermore, the capacity for speech.
reason for their sudden disappearance around The controversy surrounding Neanderthals
30,000 years ago is unknown. One hypothesis

continues as researchers debate how to classify
is that Neanderthals were well-adapted to the them. Some think that Neanderthals should
cold and died out as the climate began to be placed in their own category separate from
change. Some researchers think that humans. Others believe that Neanderthals are
Neanderthals intermingled with and were simply a subspecies of Homo sapiens. Research
absorbed by early humans, and still others and debate in the field are ongoing as scientists
think that a major catastrophe caused the end attempt to piece together the evolutionary
of Neanderthals. 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?

Name Date Class
Note-taking Adaptations Over Time

Worksheet
Section 1 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.
2. Lamarck’s theory of _________________ characteristics was not supported by evidence.
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 main-
land 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 ________________.
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.

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.
C. Fossil records have gaps.

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 __________________.

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


Assessment
Assessment

Name Date Class
Chapter Adaptations Over Time

Review
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
11. glosomuhoo—body parts similar in origin and structure
12. uttupncdea ibimurleuiq—rapid evolution can come about by
Assessment
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)

Name Date Class
Chapter Review (continued)

Part B. Concept Review
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.
4. Explain the importance of fossils as evidence 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 a fossil

homologous structures embryology
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.

Transparency
Activities
Transparency Activities

Name Date Class
A Family Reunion
1 Section Focus
Transparency Activity
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.

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.

Name Date Class
A Bird of a Different Feather

2 Section Focus
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?

Name Date Class
Will my brain evolve before

3 Section Focus
Transparency Activity 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 scien-
tists hypothesize that upright walking led to increased brain capacity
and greater intelligence.
Australopithecus africanus
Homo habilis

Homo erectus 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?

Name Date Class
Fossils in Rock
2 Teaching Transparency
Activity

Name Date Class
Teaching Transparency Activity (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?
5. How does the fossil record differ for species that fit the gradualism model compared to species
that fit the punctuated equilibrium model?


Name Date Class
Assessment Adaptations Over Time

Directions: Carefully review the graph and answer the following questions.
Number of Unique Animal Species
45
40
35
30
25
20
15
10
5
0 50 100 150 200 250 300 350 400

Distance to Mainland (km)
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
3. Another island is found 600 kilometers away from the mainland.
Based on the table above, which of the following most likely repre-
sents the number of unique animal species on this island?
A5 B 15 C 20 D 45

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Reproducible Student Pages

Adaptations Over Time 1

2 Adaptations Over Time

Name Date Class

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

Adaptations Over Time 3

Name Date Class

Living Without Thumbs

Data and Observations

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

4 Adaptations Over Time

Name Date Class

2. How does camouflage protect a frog?

Through natural selection, animals become adapted for survival in their

Real-World Question Procedure

orchid flowers in a tropical rain forest,

Adaptations Over Time 5

Name Date Class

Data and Observations

Conclude and Apply

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

Communicating Your Data

6 Adaptations Over Time

Name Date Class

Design Your Own

2. List two variations found in apples.

Real-World Question Test a Hypothesis

animal population? Make a Plan

Adaptations Over Time 7

Name Date Class

Follow Your Plan

Analyze Your Data

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

Communicating Your Data

8 Adaptations Over Time

Name Date Class

Modeling Geographic Isolation

Adaptations Over Time 9

Name Date Class

Laboratory Activity 1 (continued)

Questions and Conclusions

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

10 Adaptations Over Time

Name Date Class

Part B—Seed Coat and Scraping

Adaptations Over Time 11

Name Date Class

Laboratory Activity 2 (continued)

3. Prepare ten scraped honey locust seeds. Figure 3

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

4. Record the percentages in Table 1.

Data and Observations

12 Adaptations Over Time

Name Date Class