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Chapter Presentation
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Visual Concepts
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Chapter C5
The Evolution of Living Things
Table of Contents
Section 1 Change over Time
Section 2 How Does Evolution Happen?
Section 3 Natural Selection in Action
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Chapter C5
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.
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Chapter C5
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.
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Chapter C5
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.
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Chapter C5
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.
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Chapter C5
Section 1 Change over Time
Evolution
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Chapter C5
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.
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Chapter C5
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.
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Chapter C5
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.
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Chapter C5
Section 1 Change over Time
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Chapter C5
Section 1 Change over Time
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Chapter C5
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.
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Chapter C5
Section 1 Change over Time
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Chapter C5
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.
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Chapter C5
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.
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Chapter C5
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.
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Chapter C5
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.
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Chapter C5
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.
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Chapter C5
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.
• Ideas About Population Only a limited number of
individuals survive to reproduce. Thus, there is
something special about the offspring of the survivors.
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Chapter C5
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.
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Chapter C5
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.
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Chapter C5
Section 2 How Does Evolution
Happen?
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Chapter C5
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.
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Chapter C5
Section 3 Natural Selection in Action
Objectives
• Give three examples of natural selection in action.
• Outline the process of speciation.
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Chapter C5
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.
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Chapter C5
Section 3 Natural Selection in Action
Changes in Populations, continued
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Chapter C5
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.
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Chapter C5
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.
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Chapter C5
Section 3 Natural Selection in Action
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Chapter C5
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.
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Chapter C5
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.
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Chapter C5
Section 3 Natural Selection in Action
Species
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Chapter C5
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
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Chapter C5
The Evolution of Living Things
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Chapter C5
The Evolution of Living Things
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End of Chapter C5 Show
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Chapter C5
Standardized Test Preparation
Reading
Read each of the passages. Then, answer the
questions that follow each passage.
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Chapter C5
Standardized Test Preparation
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
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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.
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Chapter C5
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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.
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Chapter C5
Standardized Test Preparation
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.
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Chapter C5
Standardized Test Preparation
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.
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Chapter C5
Standardized Test Preparation
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.
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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
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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.
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Chapter C5
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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
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Chapter C5
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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
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Chapter C5
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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
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Chapter C5
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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
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Chapter C5
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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.
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Chapter C5
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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.
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Chapter C5
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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.
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1. In which of the years
studied was average beak
size the largest?
A 1977
B 1980
C 1982
D 1984
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1. In which of the years
studied was average beak
size the largest?
A 1977
B 1980
C 1982
D 1984
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Chapter C5
Standardized Test Preparation
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.
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Chapter C5
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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.
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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
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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
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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.
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Chapter C5
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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.
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Chapter C5
Math
Read each question, and choose the best answer.
Average Beak Measurements of Birds
of the Colores Islands
Island
Ave. beak
Ave. beak No. of unique
length (mm) width (mm)
species
Verde
9.7
6.5
5
Azul
8.9
8.7
15
Rosa
5.2
8.0
10
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Chapter C5
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
Average Beak Measurements of Birds
of the Colores Islands
Island
C 1:6
D 5:15
Ave. beak
Ave. beak No. of unique
length (mm) width (mm)
species
Verde
9.7
6.5
5
Azul
8.9
8.7
15
Rosa
5.2
8.0
10
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Chapter C5
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
Average Beak Measurements of Birds
of the Colores Islands
Island
C 1:6
D 5:15
Ave. beak
Ave. beak No. of unique
length (mm) width (mm)
species
Verde
9.7
6.5
5
Azul
8.9
8.7
15
Rosa
5.2
8.0
10
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Chapter C5
Standardized Test Preparation
2. What percentage of all bird species on the Colores
Islands are on Rosa Island?
F approximately 15%
Island
No. of unique
species
Verde
5
H approximately 50%
Azul
15
I approximately 80%
Rosa
10
G approximately 30%
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Chapter C5
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2. What percentage of all bird species on the Colores
Islands are on Rosa Island?
F approximately 15%
Island
No. of unique
species
Verde
5
H approximately 50%
Azul
15
I approximately 80%
Rosa
10
G approximately 30%
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Chapter C5
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3. On which of the islands is the ratio of average beak
length to average beak width closest to 1:1?
A Verde Island
Island
B Azul Island
C Rosa Island
Ave. beak
Ave. beak
length (mm) width (mm)
Verde
9.7
6.5
Azul
8.9
8.7
5.2
8.0
D There is not enough Rosa
information to
determine the answer.
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Chapter C5
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3. On which of the islands is the ratio of average beak
length to average beak width closest to 1:1?
A Verde Island
Island
B Azul Island
C Rosa Island
Ave. beak
Ave. beak
length (mm) width (mm)
Verde
9.7
6.5
Azul
8.9
8.7
5.2
8.0
D There is not enough Rosa
information to
determine the answer.
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Chapter C5
Standardized Test Preparation
4. On which island does the bird with the smallest
beak length live?
F Verde Island
Island
G Azul Island
H Rosa Island
Ave. beak
Ave. beak
length (mm) width (mm)
Verde
9.7
6.5
Azul
8.9
8.7
5.2
8.0
I There is not enough Rosa
information to
determine the answer.
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Chapter C5
Standardized Test Preparation
4. On which island does the bird with the smallest
beak length live?
F Verde Island
Island
G Azul Island
H Rosa Island
Ave. beak
Ave. beak
length (mm) width (mm)
Verde
9.7
6.5
Azul
8.9
8.7
5.2
8.0
I There is not enough Rosa
information to
determine the answer.
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Chapter C5
Section 1 Change over Time
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Chapter C5
Section 2 How Does Evolution
Happen?
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Chapter C5
Section 2 How Does Evolution
Happen?
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Chapter C5
Section 3 Natural Selection in Action
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Chapter C5
Section 3 Natural Selection in Action
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