Chapter 12 Resource: Adaptations over Time

Glencoe Science 

Includes: 

Reproducible Student Pages 

ASSESSMENT 

✔ Chapter Tests 

✔ Chapter Review 

HANDS-ON ACTIVITIES 

✔ Lab Worksheets for each Student Edition Activity 

✔ Laboratory Activities 

✔ Foldables–Reading and Study Skills activity sheet 

MEETING INDIVIDUAL NEEDS 

✔ Directed Reading for Content Mastery 

✔ Directed Reading for Content Mastery in Spanish 

✔ Reinforcement 

✔ Enrichment 

✔ Note-taking Worksheets 

Chapter Resources 

Adaptations 

Over Time 

TRANSPARENCY ACTIVITIES 

✔ Section Focus Transparency Activities 

✔ Teaching Transparency Activity 

✔ Assessment Transparency Activity 

Teacher Support and Planning 

✔ Content Outline for Teaching 

✔ Spanish Resources 

✔ Teacher Guide and Answers

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 

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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: 

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Printed in the United States of America. 

1 2 3 4 5 6 7 8 9 10 024 09 08 07 06 05 04

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 

2 Adaptations Over Time 

Hands-On 

Activities

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

Name Date Class 

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? 

Adaptations Over Time 3 

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. 

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



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 

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 

Hidden Frogs 

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. 


Hands-On Activities




Ideas: 

Samples: 


(continued) 

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. 




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 

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 Your Own 

Recognizing Variation in a Population 

■ 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. 

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. 


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. 

Communicating Your Data 

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

observed. 


(continued) 

2. Graph your group’s results by making a line graph for the variations you measured. Place the 

range of variation on the x-axis and the number of organisms that had that measurement on 

the y-axis. 

Conclude and Apply 

1. Explain your results in terms of natural selection. 

2. Discuss the factors you used to determine the amount of variation present. 

3. Infer why one or more of the variations you observed in this lab might be helpful to the survival 

of the individual. 




1 

Laboratory 

Activity 

Modeling Geographic Isolation 

The traits of a species can change over time. Individuals moving into or out of an area can add 

variation to the genetic makeup of a species in a particular area. When a small part of a population 

is isolated, they will usually have fewer variations of traits than exist in a large population. You 

can model the frequency at which different variations of traits might occur in different sizes of 

populations. 

Strategy 

You will model the effect of geographic 

isolation on the frequency of variations of a 

trait in a population. 

You will infer the risks and benefits of 

geographic isolation. 

Materials 

index cards paper bags 

markers—10 different colors 

Procedure 

1. The class will be divided into groups. 

Geographically isolated populations: 

groups containing 2 students 

Large populations: groups containing 3–8 

students 

2. Assign a number to each member of the 

group. Start with one, and continue until 

every member of the group has a number. 

Your teacher will distribute 5 index cards 

to each student. 


3. Mark your index cards according to your 

assigned number: 

one—red five—orange 

two—blue six—yellow 

three—green seven—purple 

four—black eight—brown 

4. Shuffle all marked index cards and place 

them into one paper bag. 

5. The color on each card represents a variation 

of one trait. Without looking, pull 10 

index cards from the bag to represent 10 

individuals. Record in the data table below 

the percent of your group’s population that 

has each of the chosen variations. Return 

all cards to the bag. Repeat five times, 

recording your results each time. 

6. Meet with a member of a different group 

and share results, so that everyone has information 

about both types of populations. 

Trials Red Blue Green Black Orange Yellow Purple Brown 

1 

2 

3 

4 

5 


Hands-On Activities



Laboratory Activity 1 (continued) 

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? 





2 

Laboratory 

Activity 

Seed Adaptations 

An adaptation is any variation that makes an organism better suited to its environment. Adaptations 

are evident in all living things, including plants. 

Strategy 

You will determine if water temperature affects seed germination. 

You will determine if scraping seed coats affects seed germination. 

You will explain how seed adaptations may help plants survive and reproduce. 

Materials 

hot plate 

water 

small beakers 

honey locust seeds 

paper towels 

plastic lunch bags 

masking tape and pen 

coarse sandpaper 

Procedure 

Part A—Seed Coat and Water Temperature 

1. Using a hot plate, heat a small amount of 

water in a beaker until it is boiling. 

WARNING: Do not touch beaker with 

unprotected hands. Glass, water, and plate 

are hot. Put the same amount of cold water 

into a second beaker. 

2. Place ten honey locust seeds in each beaker 

as shown in Figure 1. 

3. After 15 min, remove all seeds from the 

beakers. Wrap each group of seeds in a 

separate paper towel. 

4. Moisten each towel and place it in a sealable 

plastic bag. Use Figure 2 as a guide. 

5. Label each bag with your name, the date, 

and either “hot” or “cold” depending on 

which beaker the seeds were in. 

6. Set the bags aside for 48 h. 

Part B—Seed Coat and Scraping 

1. Place ten honey locust seeds between wet 

paper towels. Place the towels and seeds in 

a plastic bag. 

2. Label this bag with your name, the date, 

and “unscraped.” 

Figure 1 

Figure 2 

Boiling 

water 

Moist 

paper towel 

Add 10 

honey locust seeds 

to each beaker 

Cold 

water 

Label 

Plastic bag 


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. 

Part C—Accumulation of Data 

1. After 48 h, open each seed bag and count the 

number of seeds that have germinated. A seed 

has germinated if there is a root extending 

from the seed. However, seeds about to 

germinate will be swollen to almost double 

their original volume due to the water 

intake. Because honey locust seeds may not 

have formed roots in 48 h, consider swollen 

seeds as having germinated (Figure 4). 

2. Record individual data in Table 1. 

3. Calculate the percentage of germination by 

using the following equation. 

number of 

germinated seeds 

total number of seeds 

4. Record the percentages in Table 1. 

5. Total and record class results in Table 2. 


12 Adaptations Over Time 

✕ 100 = percentage 

of germination 

Figure 3 

Figure 4 

Sandpaper 

Honey locust seeds 

(natural size) 

Nongerminated 

Germinated 

Table 1 

Numbers and Percentages of Germinated Seeds—Individual Results 

Hot water 

Cold water 

Scraped 

Unscraped 

Number of 

seeds used 

Number that 

germinated 

Percentage of 

germination 





Table 2 

Numbers and Percentages of Germinated Seeds—Class Results 

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? 

Number of 

seeds used 

Number that 

germinated 

Percentage of 

germination 


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? 





Adaptations Over Time 

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

Principles of 

Natural Selection Examples 

1. Organisms produce more offspring than can 

survive. 

2. Differences, or variations, occur among 

individuals of a species. 

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. 


Hands-On Activities

Meeting Individual Needs 


Meeting Individual 

Needs



Directed Reading for 

Content Mastery 

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

gradualism tarsiers slowly apes 

haplorhines punctuated equilibrium humans 

lemurs 

during which mutations 

and variations occur 

Overview 


Two models of 

evolution 

are 

1. 2. 

3. 

strepsirhines 

Primates 

can be 

such as such as such as 

during which a few genes 

mutate and result in a new species 

relatively 

quickly 

such as 

such as 

5. 6. 

monkeys 

4. 

7. 


Meeting Individual Needs




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 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. 








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. 

2 

5 

1. humans, monkeys, and apes 

Section 2 ■ Clues About Evolution 

Section 3 ■ The Evolution of Primates 

2. Scientists estimate ages of rocks using _______ elements. 

3. term meaning “wise human” 

1 

4 

9 

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 

3 

6 

7 

8 

10. The important word is _____________________________________________. 








Key Terms 


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. 

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1. a group of organisms that share similar characteristics 

2. Change in inherited characteristics over time is ___. 

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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 

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9. ___ structures appear to have no purpose. 

10. animals with opposable thumbs and binocular vision 

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12. early humans 

13. an inherited trait that makes an individual different 

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Nombre Fecha Clase 

Lectura dirigida para 

Dominio del contenido 

Instrucciones: Completa el mapa conceptual usando los siguientes términos. 

gradualismo los tarseros lentamente los simios 

haplorrinos equilibrio puntuado los humanos 

durante el cual ocurren mutaciones 

y variaciones 

los lemures 

Sinopsis 

Adaptaciones a través del tiempo 

Dos modelos de 

la evolución 

son 

1. 2. 

3. 

estepsirrinos 

Los primates 

pueden 

ser 

como como como 

durante el cual algunos genes mutan y dan 

como resultado una nueva especie 

relativamente 

rápido 

como 

como 

5. 6. 

los monos 

4. 

7. 

Adaptaciones a través del tiempo 21 

Satisface las necesidades individuales

Satisface las necesidades individuales 




22 Adaptaciones a través del tiempo 

Sección 1 ■ Ideas sobre 

la evolución 

Instrucciones: : Encierra en un círculo el término en paréntesis que completa correctamente cada oración. 

1. (Lamarck/Darwin) formuló la hipótesis de que las características desarrolladas 

por los padres se transfieren a sus crías. 

2. Su viaje a las islas Galápagos motivó a (Lamarck/Darwin) a desarrollar la teoría de 

la evolución por selección natural. 

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 pinzones 

de las Galápagos (estaban/no estaban) relacionados con sus hábitos 

alimenticios. 

10. Un(a) (población/organismo) se compone de todos los individuos de una 

especie que viven en la misma área. 

11. Las variaciones que ocurren entre los individuos de una especie (son/no son) 

transmitidas a la progenie. 






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 

8 

1. Este término significa “humano sabio”. 

2. Estructuras corporales que parecen no tener función. 

Sección 2 ■ Pistas de la evolución 

Sección 3 ■ La evolución de los 

primates 

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. 

5 

3 

6 

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 ______________________. 

7 

2 

U 

Adaptaciones a través del tiempo 23 

Satisface las necesidades individuales

Satisface las necesidades necesidades individuales 




Instrucciones: Usa las claves para buscar las palabra en la sopa de letras. 

24 Adaptaciones a través del tiempo 

Términos claves 

Adaptaciones a través del tiempo 

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. 




1 

Reinforcement 

Ideas About Evolution 

The traits of an individual that help it survive and reproduce are adaptations. If an organism is 

not well adapted to its environment, it may die. If it is well adapted to its environment, its chances 

of survival and reproduction are improved. 

A—Bat Adaptations 

Bats usually feed by catching insects at night. Bats locate insects by giving off high-frequency 

sounds as they fly. These sounds bounce off insects and return to the bat. List three adaptations 

shown in Figure 1 that aid the bat in catching food. 

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 





2 


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. 

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? 




3 

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 

1. 

2. 

3. 

Reinforcement 


4. How do hominids differ from apes? 

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

Function/Adaptation 

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

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





1 

Enrichment 

Strains of bacterial infections such as 

pneumonia, malaria, and tuberculosis have 

been developing resistance to drug treatment 

since antibiotics were first introduced, and 

the trend has steadily increased since the late 

1980s. The reemergence of tuberculosis (TB) 

is particularly alarming due to the fact that 

around one-third of the world’s population is 

infected with the disease. TB is the leading 

infectious killer, causing more deaths than 

AIDS, malaria, and tropical diseases 

combined. 

TB and the Immune System 

TB spreads when people breathe germs 

that have been released into the air by the 

coughing, sneezing, or even talking of a 

person with active, untreated TB. This type of 

infection usually occurs with repeated 

day-to-day contact as opposed to casual 

contact. Many people are infected with TB 

but do not have the active form of the 

disease. Their immune systems protect their 

bodies by isolating the infectious germs in the 

cells that line the air sacs of the lungs. However, 

when the immune system becomes 

compromised through sickness, poor 

nutrition, or drug or alcohol abuse, the 

disease can become active. The germs can 

then break out of the protective cell walls. 


The Return of Tuberculosis 

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? 

Once out of the protective cell walls, the 

germs can begin multiplying and cause damage 

to the lungs and other organs. Indications of the 

disease are persistent cough, fever, weight loss, 

night sweats, fatigue, loss of appetite, and the 

appearance of blood in mucous from coughing. 

Making a Comeback 

The disease is a leading cause of death in 

many developing countries and has historically 

been concentrated in urban areas due to 

crowding and poor hygiene. During the 18th 

and 19th centuries, the disease nearly became 

an epidemic in the rapidly developing urban 

centers of Europe and North America. In the 

early 20th century, improvements in health 

care and sanitation caused the rate of the disease 

to decline. However, in the mid-1980s, the 

disease began to reemerge once again. This 

time, the causes were the decline of health care 

systems, increased homelessness, the spread of 

HIV, and the spread of drug-resistant TB. 

As with other forms of drug-resistant 

infections, drug-resistant TB can evolve when 

patients do not take the fully prescribed course 

of treatment. The Centers for Disease Control 

and Prevention and the World Health Organization 

have begun educating doctors and patients 

about the disease and the dangers of not fully 

following the prescribed course of treatment. 




2 

Enrichment 

The clues to the evolutionary past on 

Earth have sometimes led scientists to some 

unexpected discoveries. For example, the 

fossil record and physical structures of the 

group that includes whales, dolphins, and 

porpoises—aquatic mammals—indicate an 

unusual history. These animals possess features 

that indicate they began their life on 

land as four-legged mammals and then 

evolved into water-dwelling animals. 

Fossil Gap 

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. 

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. 

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? 





3 

Enrichment 

In the search to discover the origins of 

modern humans, the evidence sometimes 

produces more questions than answers. Such is 

the case with the hominid species Homo neanderthalensis, 

a classification that has caused controversy 

since it was first given. Bones found in a 

cave near the Neander Valley in Germany shared 

distinctive skull and dental features and were 

grouped as a separate species from early humans, 

or Homo sapiens. After this classification was 

given, some scientists argued that the distinctive 

features of the remains did not indicate a separate 

species but were the result of a disease in 

modern humans. Still, the characteristics recognized 

as belonging to Neanderthals have been 

identified in remains throughout Europe in Germany, 

France, Belgium, Italy, and Spain. 

A Sudden Disappearance 

Neanderthals likely lived during the last 

interglacial stage in Europe. The cause of 

their origin is uncertain. Furthermore, the 

reason for their sudden disappearance around 

30,000 years ago is unknown. One hypothesis 

is that Neanderthals were well-adapted to the 

cold and died out as the climate began to 

change. Some researchers think that 

Neanderthals intermingled with and were 

absorbed by early humans, and still others 

think that a major catastrophe caused the end 

of Neanderthals. 

1. During what time period did Neanderthals likely live? 

2. What was the first controversy sparked by Neanderthals? 

3. What other controversies surround Neanderthals? 


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. 

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. 




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. 

Note-taking 

Worksheet 

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. 






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 __________________. 





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



Chapter 

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 

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) 


Assessment

Assessment 


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. 

5. a mineralized shell 


vestigial structure DNA studies a fossil 

homologous structures embryology 

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

Transparency Activities 


1 


Section Focus 

Transparency Activity 

A Family Reunion 

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. 




2 

Section Focus 


A Bird of a Different Feather 

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? 





3 


Section Focus 


Will my brain evolve before 

lunch? 

Over the course of 4 million years, the hominid skull evolved from a 

form like the one on the top left to a form like the one on the bottom 

right. As hominids evolved, they began walking upright. Some scientists 

hypothesize that upright walking led to increased brain capacity 

and greater intelligence. 

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? 




2 

Teaching Transparency 

Activity 

Fossils in Rock 





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? 





Assessment 



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 

3. Another island is found 600 kilometers away from the mainland. 

Based on the table above, which of the following most likely represents 

the number of unique animal species on this island? 

A 5 B 15 C 20 D 45

Chapter 12 Resource: Adaptations over Time

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