1. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Table of Contents Section 1 Change over Time Section 2 How Does Evolution Happen? Section 3 Natural Selection in Action Chapter C5 The Evolution of Living Things

2. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 1 Change over Time Bellringer The cockroach first appeared on Earth over 250 million years ago and is thriving today all over the world. A giant deer that was 2 m tall and had antlers up to 3.6 m wide first appeared less than 1 million years ago and became extinct around 11,000 years ago. Why do you think one animal thrived and the other one perished? Record your answer in your science journal. Chapter C5

3. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 1 Change over Time Objectives Identify two kinds of evidence that show that organisms have evolved. Describe one pathway through which a modern whale could have evolved from an ancient mammal. Explain how comparing organisms can provide evidence that they have ancestors in common. Chapter C5

4. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 1 Change over Time Differences Among Organisms What Is a Species? A species is a group of organisms that can mate with one another to produce fertile offspring. A characteristic that helps an organism survive and reproduce in its environment is called an adaptation. Chapter C5

5. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 1 Change over Time Differences Among Organisms, continued Do Species Change over Time? Scientists observe that species have changed over time. The process in which populations gradually change over time is called evolution. Chapter C5

6. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 1 Change over Time Evolution Click below to watch the Visual Concept. You may stop the video at any time by pressing the Esc key. Visual Concept Chapter C5

7. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 1 Change over Time Evidence of Change over Time Fossils The remains or imprints of once-living organisms found in layers of rock called fossils. The Fossil Record By studying fossils, scientists have made a timeline of life known as the fossil record. The fossil record organizes fossils by their estimated ages and physical similarities. Chapter C5

8. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 1 Change over Time Evidence of Ancestry Order of Life The fossil record provides evidence about the order in which species have existed. Drawing Connections Scientists have named and described hundreds of thousands of living and ancient species. Scientists use information about these species to sketch out a “ tree of life” that includes all known organisms. Chapter C5

9. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 1 Change over Time Examining Organisms Case Study: Evolution of the Whale Scientists think that the ancient ancestor of whales was probably a mammal that lived on land and that could run on four legs. Walking Whales The organisms shown on the next slide form a sequence between ancient four-legged mammals and modern whales. Several pieces of evidence indicate that these species are related by ancestry. Chapter C5

10. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 1 Change over Time Chapter C5

11. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 1 Change over Time Chapter C5

12. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 1 Change over Time Comparing Organisms Comparing Skeletal Structures The structure and order of bones of a human arm are similar to those of the front limbs of a cat, a dolphin, and a bat. These similarities suggest that cats, dolphins, bats, and humans had a common ancestor. Chapter C5

13. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 1 Change over Time Chapter C5

14. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 1 Change over Time Comparing Organisms, continued Comparing DNA The greater the number of similarities in DNA between species, the more closely those two species are related through a common ancestor. The fact that all existing species have DNA supports the theory that all species share a common ancestor. Chapter C5

15. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 2 How Does Evolution Happen? Bellringer Upright walking, hair, fingerprints, binocular vision, and speech are all traits that almost all humans have in common. List the advantages and disadvantages of each trait. Do you think the advantages are greater than the disadvantages? Why or why not? Record your responses in your science journal. Chapter C5

16. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 2 How Does Evolution Happen? Objectives List four sources of Charles Darwin’s ideas about evolution. Describe the four parts of Darwin’s theory of evolution by natural that gradual processes had changed the Earth’s surface over selection. Relate genetics to evolution. Chapter C5

17. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 2 How Does Evolution Happen? Charles Darwin Darwin’s Excellent Adventure After Charles Darwin graduated from college, he served as naturalist on a ship called the HMS Beagle. During a voyage around the world, Darwin collected thousands of plant and animal samples. Chapter C5

18. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 2 How Does Evolution Happen? Charles Darwin Darwin’s Finches Darwin noticed that the finches of the Galápagos Islands were a little different from the finches in Ecuador. And the finches on each island differed from the finches on the other islands. Chapter C5

19. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 2 How Does Evolution Happen? Darwin’s Thinking Ideas About Breeding The process in which humans select which plants or animals to reproduce based on certain desired traits is called selective breeding. (examples: dogs and farm animals) Ideas About Population Only a limited number of individuals survive to reproduce. Thus, there is something special about the offspring of the survivors. Chapter C5

20. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 2 How Does Evolution Happen? Darwin’s Thinking, continued Ideas About Earth’s History Darwin had begun to think that species could evolve over time. It became clear to Darwin that Earth was much older than anyone had imagined. Chapter C5

21. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 2 How Does Evolution Happen? Darwin’s Theory of Natural Selection What Is Natural Selection? Darwin proposed the theory that evolution happens through a process that he called natural selection. Individuals that are better adapted to their environment survive and reproduce more successfully than less well adapted individuals. Genetics and Evolution Today, scientists have found most of the evidence that Darwin lacked. They know that variation happens as a result of differences in genes. Chapter C5

22. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Copyright © by Holt, Rinehart and Winston. All rights reserved. Section 2 How Does Evolution Happen? Chapter C5

23. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 3 Natural Selection in Action Bellringer Write the four parts of natural selection, and create a mnemonic device to remember each part by using the first letter of the words. Write your response in your science journal. Chapter C5

24. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 3 Natural Selection in Action Objectives Give three examples of natural selection in action. Outline the process of speciation. Chapter C5

25. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 3 Natural Selection in Action Changes in Populations Adaptation to Hunting People hunt elephants for their tusks. As a result, fewer of the elephants that have tusks survive to reproduce, and more of the tuskless elephants survive. Insecticide Resistance A few insects in a population may be naturally resistant to a chemical insecticide. These insects pass their resistance trait to their offspring, and an insect population gradually becomes resistant to the insecticide. Chapter C5

26. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 3 Natural Selection in Action Changes in Populations, continued Chapter C5

27. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 3 Natural Selection in Action Changes in Populations, continued Competition for Mates Many species have so much competition for mates that interesting adaptations result. For example, the females of many bird species prefer to mate with males that have colorful feathers. Chapter C5

28. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 3 Natural Selection in Action Forming a New Species Sometimes, drastic changes that can form a new species take place. The formation of a new species as a result of evolution is called speciation. Chapter C5

29. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 3 Natural Selection in Action Chapter C5

30. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 3 Natural Selection in Action Forming a New Species, continued Separation Speciation often begins when a part of a population becomes separated from the rest. Adaptation Populations constantly undergo natural selection. After two groups have separated, natural selection may act on each group in different ways. Chapter C5

31. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 3 Natural Selection in Action Forming a New Species, continued Division Over many generations, two separated groups of a population may become very different until the point when they can no longer mate with one another. At this point, the two groups are no longer the same species. Chapter C5

32. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 3 Natural Selection in Action Species Click below to watch the Visual Concept. You may stop the video at any time by pressing the Esc key. Visual Concept Chapter C5

33. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu The Evolution of Living Things Concept Map Use the terms below to complete the concept map on the next slide. evolution evidence extinct species living species common ancestors DNA time fossil record body structures Chapter C5

34. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu The Evolution of Living Things Chapter C5

35. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu The Evolution of Living Things Chapter C5

36. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu End of Chapter C5 Show

37. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Reading Read each of the passages. Then, answer the questions that follow each passage. Standardized Test Preparation Chapter C5

38. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Passage 1 When the Grand Canyon was forming, a single population of tassel-eared squirrels may have been separated into two groups. Today, descendants of the two groups live on opposite sides of the canyon. The two groups share many characteristics, but they do not look the same. For example, both groups have tasseled ears, but each group has a unique fur color pattern. An important difference between the groups is that the Abert squirrels live on the south rim of the canyon, and the Kaibab squirrels live on the north rim. Continued on the next slide Standardized Test Preparation Chapter C5

39. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Passage 1, continued The environments on the two sides of the Grand Canyon are different. The north rim is about 370 m higher than the south rim. Almost twice as much precipitation falls on the north rim than on the south rim every year. Over many generations, the two groups of squirrels have adapted to their new environments. Over time, the groups became very different. Many scientists think that the two types of squirrels are no longer the same species. The development of these two squirrel groups is an example of speciation in progress. Standardized Test Preparation Chapter C5

40. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu 1. Which of the following statements best describes the main idea of this passage? A Speciation is evident in two groups of squirrels in the Grand Canyon area. B Two groups of squirrels in the Grand Canyon area are closely related. C Two species can form from one species. This process is called speciation. D There are two groups of squirrels because the Grand Canyon has two sides. Standardized Test Preparation Chapter C5

41. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu 1. Which of the following statements best describes the main idea of this passage? A Speciation is evident in two groups of squirrels in the Grand Canyon area. B Two groups of squirrels in the Grand Canyon area are closely related. C Two species can form from one species. This process is called speciation. D There are two groups of squirrels because the Grand Canyon has two sides. Standardized Test Preparation Chapter C5

42. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu 2. Which of the following statements about the two types of squirrels is true? F They look the same. G They live in similar environments. H They have tasseled ears. I They can interbreed with each other. Standardized Test Preparation Chapter C5

43. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu 2. Which of the following statements about the two types of squirrels is true? F They look the same. G They live in similar environments. H They have tasseled ears. I They can interbreed with each other. Standardized Test Preparation Chapter C5

44. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Passage 2 You know from experience that individuals in a population are not exactly the same. If you look around the room, you will see a lot of differences among your classmates. You may have even noticed that no two dogs or two cats are exactly the same. No two individuals have exactly the same adaptations. For example, one cat may be better at catching mice, and another is better at running away from dogs. Continued on the next slide Standardized Test Preparation Chapter C5

45. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Passage 2, continued Observations such as these form the basis of the theory of natural selection. Because adaptations help organisms survive to reproduce, the individuals that are better adapted to their environment are more likely to pass their traits to future generations. Standardized Test Preparation Chapter C5

46. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu 1. In the passage, what does population mean? A a school B some cats and dogs C a group of the same type of organism D a group of individuals that are the same Standardized Test Preparation Chapter C5

47. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu 1. In the passage, what does population mean? A a school B some cats and dogs C a group of the same type of organism D a group of individuals that are the same Standardized Test Preparation Chapter C5

48. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu 2. In this passage, which of the following are given as examples of adaptations? F differences among classmates G differences among cats H differences between cats and dogs I differences among environments Standardized Test Preparation Chapter C5

49. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu 2. In this passage, which of the following are given as examples of adaptations? F differences among classmates G differences among cats H differences between cats and dogs I differences among environments Standardized Test Preparation Chapter C5

50. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu 3. Which of the following statements about the individuals in a population that survive to reproduce is true? A They have the same adaptations. B They are likely to pass on adaptations to the next generation. C They form the basis of the theory of natural selection. D They are always better hunters. Standardized Test Preparation Chapter C5

51. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu 3. Which of the following statements about the individuals in a population that survive to reproduce is true? A They have the same adaptations. B They are likely to pass on adaptations to the next generation. C They form the basis of the theory of natural selection. D They are always better hunters. Standardized Test Preparation Chapter C5

52. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Interpreting Graphics The graph below shows average beak sizes of a group of finches on one island over several years. Use the graph to answer the questions that follow. Standardized Test Preparation Chapter C5

53. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu 1. In which of the years studied was average beak size the largest? A 1977 B 1980 C 1982 D 1984 Standardized Test Preparation Chapter C5

54. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu 1. In which of the years studied was average beak size the largest? A 1977 B 1980 C 1982 D 1984 Standardized Test Preparation Chapter C5

55. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu 2. If beak size in this group of birds is linked to the amount of rainfall, what can you infer about the year 1976 on this island? F The year 1976 was drier than 1977. G The year 1976 was drier than 1980. H The year 1976 was wetter than 1977. I The year 1976 was wetter than 1984. Standardized Test Preparation Chapter C5

56. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu 2. If beak size in this group of birds is linked to the amount of rainfall, what can you infer about the year 1976 on this island? F The year 1976 was drier than 1977. G The year 1976 was drier than 1980. H The year 1976 was wetter than 1977. I The year 1976 was wetter than 1984. Standardized Test Preparation Chapter C5

57. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu 3. During which year(s) was rainfall probably the lowest on the island? A 1978, 1980, and 1982 B 1977, 1980, 1982, and 1984 C 1982 D 1984 Standardized Test Preparation Chapter C5

58. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu 3. During which year(s) was rainfall probably the lowest on the island? A 1978, 1980, and 1982 B 1977, 1980, 1982, and 1984 C 1982 D 1984 Standardized Test Preparation Chapter C5

59. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu 4. Which of the following statements best summarizes this data? F Average beak size stayed about the same except during wet years. G Average beak size decreased during dry years and increased during wet years. H Average beak size increased during dry years and decreased during wet years. I Average beak size changed randomly. Standardized Test Preparation Chapter C5

60. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu 4. Which of the following statements best summarizes this data? F Average beak size stayed about the same except during wet years. G Average beak size decreased during dry years and increased during wet years. H Average beak size increased during dry years and decreased during wet years. I Average beak size changed randomly. Standardized Test Preparation Chapter C5

61. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Math Read each question, and choose the best answer. Standardized Test Preparation Average Beak Measurements of Birds of the Colores Islands IslandAve. beak length (mm) Ave. beak width (mm) No. of unique species Verde9.76.55 Azul8.98.715 Rosa5.28.010 Chapter C5

62. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu 1. What is the ratio of the number of species on Verde Island to the total number of species on all three of the Colores Islands? A 1:2 B 1:5 C 1:6 D 5:15 Standardized Test Preparation Average Beak Measurements of Birds of the Colores Islands IslandAve. beak length (mm) Ave. beak width (mm) No. of unique species Verde9.76.55 Azul8.98.715 Rosa5.28.010 Chapter C5

63. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu 1. What is the ratio of the number of species on Verde Island to the total number of species on all three of the Colores Islands? A 1:2 B 1:5 C 1:6 D 5:15 Standardized Test Preparation Average Beak Measurements of Birds of the Colores Islands IslandAve. beak length (mm) Ave. beak width (mm) No. of unique species Verde9.76.55 Azul8.98.715 Rosa5.28.010 Chapter C5

64. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu 2. What percentage of all bird species on the Colores Islands are on Rosa Island? F approximately 15% G approximately 30% H approximately 50% I approximately 80% Standardized Test Preparation IslandNo. of unique species Verde5 Azul15 Rosa10 Chapter C5

65. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu 2. What percentage of all bird species on the Colores Islands are on Rosa Island? F approximately 15% G approximately 30% H approximately 50% I approximately 80% Standardized Test Preparation IslandNo. of unique species Verde5 Azul15 Rosa10 Chapter C5

66. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu 3. On which of the islands is the ratio of average beak length to average beak width closest to 1:1? Standardized Test Preparation IslandAve. beak length (mm) Ave. beak width (mm) Verde9.76.5 Azul8.98.7 Rosa5.28.0 A Verde Island B Azul Island C Rosa Island D There is not enough information to determine the answer. Chapter C5

67. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu 3. On which of the islands is the ratio of average beak length to average beak width closest to 1:1? Standardized Test Preparation IslandAve. beak length (mm) Ave. beak width (mm) Verde9.76.5 Azul8.98.7 Rosa5.28.0 A Verde Island B Azul Island C Rosa Island D There is not enough information to determine the answer. Chapter C5

68. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu 4. On which island does the bird with the smallest beak length live? Standardized Test Preparation IslandAve. beak length (mm) Ave. beak width (mm) Verde9.76.5 Azul8.98.7 Rosa5.28.0 F Verde Island G Azul Island H Rosa Island I There is not enough information to determine the answer. Chapter C5

69. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu 4. On which island does the bird with the smallest beak length live? Standardized Test Preparation IslandAve. beak length (mm) Ave. beak width (mm) Verde9.76.5 Azul8.98.7 Rosa5.28.0 F Verde Island G Azul Island H Rosa Island I There is not enough information to determine the answer. Chapter C5

70. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 1 Change over Time Chapter C5

71. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 2 How Does Evolution Happen? Chapter C5

72. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 2 How Does Evolution Happen? Chapter C5

73. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 3 Natural Selection in Action Chapter C5

74. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 3 Natural Selection in Action Chapter C5

75. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Standardized Test Preparation Chapter C5