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Glencoe Science
Chapter Resources
Adaptations Over Time

Includes:
Reproducible Student Pages
ASSESSMENT
Chapter Tests Chapter Review
TRANSPARENCY ACTIVITIES
Section Focus Transparency Activities Teaching Transparency Activity Assessment Transparency Activity
HANDS-ON ACTIVITIES
Lab Worksheets for each Student Edition Activity Laboratory Activities FoldablesReading and Study Skills activity sheet
Teacher Support and Planning

Content Outline for Teaching 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
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
Table of Contents
To the Teacher Reproducible Student Pages
iv
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

Content Outline for Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T2 Spanish Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T5 Teacher Guide and Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T9
Additional Assessment Resources available with Glencoe Science:

ExamView Pro Testmaker Assessment Transparencies Performance Assessment in the Science Classroom Standardized Test Practice Booklet MindJogger Videoquizzes Vocabulary PuzzleMaker at msscience.com Interactive Chalkboard The Glencoe Science Web site at: msscience.com An interactive version of this textbook along with assessment resources are available online at: mhln.com
iii
To the Teacher
This chapter-based booklet contains all of the resource materials to help you teach this chapter more effectively. Within you will find: Reproducible pages for Student Assessment Hands-on Activities Meeting Individual Needs (Extension and Intervention) Transparency Activities A teacher support and planning section including Content Outline of the chapter Spanish Resources Answers and teacher notes for the worksheets
Hands-On Activities
MiniLAB and Lab Worksheets: Each of these worksheets is an expanded version of each lab and MiniLAB found in the Student Edition. The materials lists, procedures, and questions are repeated so that students do not need their texts open during the lab. Write-on rules are included for any questions. Tables/charts/graphs are often included for students to record their observations. Additional lab preparation information is provided in the Teacher Guide and Answers section.
Copyright Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Laboratory Activities: These activities do not require elaborate supplies or extensive pre-lab preparations. These student-oriented labs are designed to explore science through a stimulating yet simple and relaxed approach to each topic. Helpful comments, suggestions, and answers to all questions are provided in the Teacher Guide and Answers section. Foldables: At the beginning of each chapter there is a Foldables: Reading & Study Skills activity written by renowned educator Dinah Zike that provides students with a tool that they can make themselves to organize some of the information in the chapter. Students may make an organizational study fold, a cause and effect study fold, or a compare and contrast study fold, to name a few. The accompanying Foldables worksheet found in this resource booklet provides an additional resource to help students demonstrate their grasp of the concepts. The worksheet may contain titles, subtitles, text, or graphics students need to complete the study fold.
Meeting Individual Needs (Extension and Intervention)

Directed Reading for Content Mastery: These worksheets are designed to provide students with learning difficulties with an aid to learning and understanding the vocabulary and major concepts of each chapter. The Content Mastery worksheets contain a variety of formats to engage students as they master the basics of the chapter. Answers are provided in the Teacher Guide and Answers section.
iv
Directed Reading for Content Mastery (in Spanish): A Spanish version of the Directed Reading for Content Mastery is provided for those Spanish-speaking students who are learning English. Reinforcement: These worksheets provide an additional resource for reviewing the concepts of the chapter. There is one worksheet for each section, or lesson, of the chapter. The Reinforcement worksheets are designed to focus primarily on science content and less on vocabulary, although knowledge of the section vocabulary supports understanding of the content. The worksheets are designed for the full range of students; however, they will be more challenging for your lower-ability students. Answers are provided in the Teacher Guide and Answers section. Enrichment: These worksheets are directed toward above-average students and allow them to explore further the information and concepts introduced in the section. A variety of formats are used for these worksheets: readings to analyze; problems to solve; diagrams to examine and analyze; or a simple activity or lab which students can complete in the classroom or at home. Answers are provided in the Teacher Guide and Answers section. Note-taking Worksheet: The Note-taking Worksheet mirrors the content contained in the teacher versionContent Outline for Teaching. They can be used to allow students to take notes during class, as an additional review of the material in the chapter, or as study notes for students who have been absent.
Assessment
Chapter Review: These worksheets prepare students for the chapter test. The Chapter Review worksheets cover all major vocabulary, concepts, and objectives of the chapter. The first part is a vocabulary review and the second part is a concept review. Answers and objective correlations are provided in the Teacher Guide and Answers section. Chapter Test: The Chapter Test requires students to use process skills and understand content. Although all questions involve memory to some degree, you will find that your students will need to discover relationships among facts and concepts in some questions, and to use higher levels of critical thinking to apply concepts in other questions. Each chapter test normally consists of four parts: Testing Concepts measures recall and recognition of vocabulary and facts in the chapter; Understanding Concepts requires interpreting information and more comprehension than recognition and recallstudents will interpret basic information and demonstrate their ability to determine relationships among facts, generalizations, definitions, and skills; Applying Concepts calls for the highest level of comprehension and inference; Writing Skills requires students to define or describe concepts in multiple sentence answers. Answers and objective correlations are provided in the Teacher Guide and Answers section.
Section Focus Transparencies: These transparencies are designed to generate interest and focus students attention on the topics presented in the sections and/or to assess prior knowledge. There is a transparency for each section, or lesson, in the Student Edition. The reproducible student masters are located in the Transparency Activities section. The teacher material, located in the Teacher Guide and Answers section, includes Transparency Teaching Tips, a Content Background section, and Answers for each transparency. v
Teaching Transparencies: These transparencies relate to major concepts that will benefit from an extra visual learning aid. Most of these transparencies contain diagrams/photos from the Student Edition. There is one Teaching Transparency for each chapter. The Teaching Transparency Activity includes a black-and-white reproducible master of the transparency accompanied by a student worksheet that reviews the concept shown in the transparency. These masters are found in the Transparency Activities section. The teacher material includes Transparency Teaching Tips, a Reteaching Suggestion, Extensions, and Answers to Student Worksheet. This teacher material is located in the Teacher Guide and Answers section. Assessment Transparencies: An Assessment Transparency extends the chapter content and gives students the opportunity to practice interpreting and analyzing data presented in charts, graphs, and tables. Test-taking tips that help prepare students for success on standardized tests and answers to questions on the transparencies are provided in the Teacher Guide and Answers section.

Content Outline for Teaching: These pages provide a synopsis of the chapter by section, including suggested discussion questions. Also included are the terms that fill in the blanks in the students Note-taking Worksheets. Spanish Resources: A Spanish version of the following chapter features are included in this section: objectives, vocabulary words and definitions, a chapter purpose, the chapter Activities, and content overviews for each section of the chapter.
vi

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

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
Section Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . 42 Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Hands-On Activities
Hands-On Activities
2 Adaptations Over Time
Name
Date
Class
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?
2. How is this process similar to evolution by natural selection?
Hands-On Activities
Name
Date
Class
2. Infer how having opposable thumbs could have influenced primate evolution.
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.
Name
Date
Class
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 frogs 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
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.
What type of camouflage would best suit a frog living in a particular habitat?
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
Hands-On Activities
Hidden Frogs
Name
Date
Class
(continued)
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.
Hands-On Activities

Ideas:
Samples:
Conclude and Apply
Name
Date
Class
Design Your Own Hands-On Activities

7
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.
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 specieswhether theyre birds, plants, or wormsmight 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
Make a Plan
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.
How can you measure variation in a plant or animal population?
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.
Name
Date
Class
(continued)
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.
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 groups 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.
Name
Date
Class
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. 3. Mark your index cards according to your assigned number: onered fiveorange twoblue sixyellow threegreen sevenpurple fourblack eightbrown 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 groups 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.
Materials
index cards paper bags markers10 different colors
Procedure
1. The class will be divided into groups. Geographically isolated populations: groups containing 2 students Large populations: groups containing 38 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.

Trials 1 2 3 4 5 Red Blue Green Black Orange Yellow Purple Brown
Hands-On Activities
Laboratory Activity
Modeling Geographic Isolation
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 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
Name
Date
Class
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
Part ASeed 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 BSeed 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
11
Hands-On Activities
Laboratory Activity
Seed Adaptations
Name
Date
Class
Laboratory Activity 2 (continued) 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.
Figure 3
Sandpaper
Part CAccumulation 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 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.

Table 1
Numbers and Percentages of Germinated SeedsIndividual Results
Number of seeds used Hot water Cold water Scraped Unscraped Number that germinated Percentage of germination
Name
Date
Class
Laboratory Activity 2 (continued)

Table 2
Numbers and Percentages of Germinated SeedsClass Results
Number of seeds used Hot water Cold water Scraped Unscraped Number that germinated Percentage of germination
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? (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?
13
Hands-On Activities
Name
Date
Class
Laboratory Activity 2 (continued) 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? (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
Name
Date
Class

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.
15
Name
Date
Class
Directed Reading for Content Mastery
Overview Adaptations Over Time

apes humans
Directions: Complete the concept maps using the terms in the list below. gradualism haplorhines tarsiers slowly punctuated equilibrium
Two models of
evolution
are
1.
2.
during which mutations and variations occur
during which a few genes mutate and result in a new species relatively quickly Primates
3.
can be
strepsirhines
4.
such as
such as
such as such as
such as
lemurs
5.
monkeys
6.
7.
17
Name
Date
Class
Section 1
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 Galpagos Islands prompted (Lamarck/Darwin) to develop the theory of evolution by natural selection.
9. Darwin observed that the beak-shapes of different species of Galpagos 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.
3. Variations result from (mutations/adaptations) in an organisms 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 parents lifetime (are/are not) passed on to offspring. 7. Darwins 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.
Name
Date
Class

Section 2 Section 3
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
9 Copyright Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
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 dont 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 _____________________________________________.
19
Name
Date
Class
Key Terms 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 O N O T I N I W R A N V N L L T S I T E C V V E S T B O T Y U L L I I G I A L N V Y S E E W H E R T M E P O C L U O N L W G C R A T I E K A C S I A R U M O V R E T
M A H M A T P W I S O M K A H I E I I P U N C I E I C E L
O H O S R H R N S C
S O O U P N I L
3. Darwins 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
P A U I
J M L P T
L H O D H T K D F W S B R I U M O C L I T Y H O C J T I O V B O R A M S S Y I O S U E L
T U A
T E D E Q U K C O C U I U I
T D S O S E S T C
S H N O S A I
C G U S
N T
Y E P O A A R Y T
S R Y E W S N N O S S O N N W E S E D M E N T
F F O N Y S C H E D L E M E N T
1. a group of organisms that share similar characteristics 2. Change in inherited characteristics over time is ___.
Nombre
Fecha
Clase
Lectura dirigida para Dominio del contenido
Sinopsis Adaptaciones a travs del tiempo

los simios los humanos
Instrucciones: Completa el mapa conceptual usando los siguientes trminos. gradualismo haplorrinos los tarseros lentamente equilibrio puntuado
Dos modelos de
la evolucin
son
1.
2.
durante el cual ocurren mutaciones y variaciones
durante el cual algunos genes mutan y dan como resultado una nueva especie relativamente rpido Los primates pueden ser
3.
estepsirrinos
4.
como
como
como como
como
los lemures
5.
los monos
6.
7.
Adaptaciones a travs del tiempo
21
Satisface las necesidades individuales
Nombre
Fecha
Clase
Seccin 1
Ideas sobre la evolucin
Instrucciones: : Encierra en un crculo el trmino en parntesis que completa correctamente cada oracin. 1. (Lamarck/Darwin) formul la hiptesis de que las caractersticas desarrolladas por los padres se transfieren a sus cras. 2. Su viaje a las islas Galpagos motiv a (Lamarck/Darwin) a desarrollar la teora de la evolucin por seleccin natural. 3. Las variaciones son el resultado de (mutaciones/adaptaciones) en los genes de los organismos. 4. El rpido desarrollo de las bacterias resistentes a la penicilina es un ejemplo de (gradualismo/equilibrio puntuado). 5. El aislamiento geogrfico (no contribuye/contribuye) a la evolucin. 6. Los rasgos que se desarrollan durante la vida de los padres (se transmiten/no se transmiten) a las cras. 7. La teora de Darwin de la seleccin natural enfatiza las (similitudes/diferencias) entre los individuos de una especie.
8. Una especie es un grupo de organismos que comparte caractersticas similares y (no puede/puede) reproducirse entre sus miembros para producir progenie frtil. 9. Darwin observ que la forma de los picos de las diferentes especies de los pinzones de las Galpagos (estaban/no estaban) relacionados con sus hbitos alimenticios. 10. Un(a) (poblacin/organismo) se compone de todos los individuos de una especie que viven en la misma rea. 11. Las variaciones que ocurren entre los individuos de una especie (son/no son) transmitidas a la progenie.
22 Adaptaciones a travs del tiempo
Nombre
Fecha
Clase

Seccin 2 Seccin 3
Pistas de la evolucin La evolucin de los primates
Instrucciones: Escribe el trmino que se describe en cada una de las oraciones. Las letras en la caja vertical negra te indicarn una palabra importante sobre este tema.
1
U
5
8 Copyright Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
1. Este trmino significa humano sabio. 2. Estructuras corporales que parecen no tener funcin. 3. Las partes que son similares en origen y estructura son ___________________ 4. Estudio de las etapas ms tempranas del crecimiento de los organismos. 5. Los cientficos estiman la edad de las rocas por medio de elementos ______________________. 6. Humanos, monos y simios. 7. Los restos, huellas o seales de organismos prehistricos. 8. Tipo de roca en la que se encuentran la mayora de los fsiles. 9. La palabra importante es ______________________.
Adaptaciones a travs del tiempo
23
Nombre
Fecha
Clase
Trminos claves Adaptaciones a travs del tiempo

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: Usa las claves para buscar las palabra en la sopa de letras. X H O M O E R E C T U S Q 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
1. Grupo de organismos que comparte caractersticas similares. 2. El cambio en una caracterstica heredada a travs del tiempo es ___. 3. Teora de Darwin de la evolucin por medio de la ___ natural. 4. Modelo que propone un proceso evolutivo lento y constante. 5. Modelo de evolucin rpida. 6. Tipo de roca en el que se encuentran fsiles. 7. Cada ___ radiactivo produce radiacin a una tasa diferente. 8. El estudio de los embriones y su desarrollo. 9. Las estructuras ___ parecen no tener funcin. 10. Animales con pulgar oponible y vista estereoscpica. 11. Primates parecidos a humanos hace 4 a 6 millones de aos 12. Humanos primitivos. 13. Caracterstica heredada que hace que un individuo sea diferente.
24 Adaptaciones a travs del tiempo
Instrucciones: Primero encierra en un crculo el trmino en la sopa de letras. Escribe luego el trmino en la lnea correcta. Los trminos aparecen horizontal o verticalmente.
Name
Date
Class
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.
ABat 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.
2. 3.
BFish 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
25
1.
Name
Date
Class
Reinforcement
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. 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.
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?
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?
Name
Date
Class
3
1.
Reinforcement
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
2.
3.
Directions: Answer the following questions on the lines provided.

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?
27
Name
Date
Class
Enrichment
The Return of Tuberculosis

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.
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 worlds population is infected with the disease. TB is the leading infectious killer, causing more deaths than AIDS, malaria, and tropical diseases combined.
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?
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.
Name
Date
Class
Enrichment
Evolution of Aquatic Mammals

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.
Fossil Gap
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.
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?
29
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 porpoisesaquatic mammalsindicate 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.
Name
Date
Class
Enrichment
The Mysterious Past 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.
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.
1. During what time period did Neanderthals likely live? 2. What was the first controversy sparked by Neanderthals?
3. What other controversies surround 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.
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.
Name
Date
Class
Note-taking Worksheet Section 1
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. Lamarcks theory of _________________ characteristics was not supported by evidence.
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 ________________. C. Darwins 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.
31
B. Darwins model of __________________
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.
among all vertebrate species. 2. ___________________ body parts can indicate two or more species share common ancestors. 3. _____________________________structures that dont 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 __________________.
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
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.
33

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Glencoe Science

Adaptations Over Time

Teacher Support and Planning

MEETING INDIVIDUAL NEEDS

Meeting Individual Needs

Teacher Support and Planning

Additional Assessment Resources available with Glencoe Science:

Meeting Individual Needs (Extension and Intervention)

Teacher Support and Planning

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

Reproducible Student Pages

Meeting Individual Needs

Adaptations Over Time

2 Adaptations Over Time

Relating Evolution to Species

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

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

Adaptations Over Time

4 Adaptations Over Time

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

Living Without Thumbs

Data and Observations

Materials (for each group)

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

Adaptations Over Time

Communicating Your Data

6 Adaptations Over Time

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

Data and Observations

Conclude and Apply

Design Your Own Hands-On Activities

Recognizing Variation in a Population

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

Conclude and Apply

Communicating Your Data

8 Adaptations Over Time

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

Follow Your Plan

Analyze Your Data

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

Data and Observations

Adaptations Over Time

Modeling Geographic Isolation

Laboratory Activity 1 (continued) Hands-On Activities Questions and Conclusions

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

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

Part BSeed Coat and Scraping

Adaptations Over Time

Laboratory Activity 2 (continued) Hands-On Activities

Part CAccumulation of Data

percentage 100 = of germination

Data and Observations

12 Adaptations Over Time

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

Laboratory Activity 2 (continued)

Questions and Conclusions

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

Laboratory Activity 2 (continued) Hands-On Activities

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

Adaptations Over Time

Principles of Natural Selection

Meeting Individual Needs