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2. Standardized Test Prep Image and Math Focus Bank
Resources
Chapter Presentation
Bellringers
Transparencies
Standardized Test Prep
Image and Math Focus Bank
CNN Videos
Visual Concepts

3. Chapter 7 Table of Contents Section 1 Change over Time
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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4. Chapter 7
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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5. Chapter 7
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.

6. Differences Among Organisms
Chapter 7
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.

7. Differences Among Organisms, continued
Chapter 7
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.

8. Chapter 7 Evolution Section 1 Change over Time
Click below to watch the Visual Concept.
You may stop the video at any time by pressing the Esc key.
Visual Concept

9. Evidence of Change over Time
Chapter 7
Section 1 Change over Time
Evidence of Change over Time
Fossils Sometimes, the remains or imprints of once-living organisms are found in the layers of rock. These remains are called fossils.
The Fossil Record By studying fossils, scientists have made a timeline of life that is known as the fossil record. The fossil record organizes fossils by their estimated ages and physical similarities.

10. Chapter 7 Evidence of Ancestry
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.

11. Chapter 7 Examining Organisms
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.

12. Chapter 7
Section 1 Change over Time

13. Chapter 7
Section 1 Change over Time

14. Chapter 7 Comparing Organisms
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.

15. Chapter 7
Section 1 Change over Time

16. Comparing Organisms, continued
Chapter 7
Section 1 Change over Time
Comparing Organisms, continued
Comparing DNA Scientists find that species that have many traits in common do have similarities in their DNA.
The fact that all existing species have DNA supports the theory that all species share a common ancestor.

17. Section 2 How Does Evolution Happen?
Chapter 7
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.

18. Section 2 How Does Evolution Happen?
Chapter 7
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.

19. Chapter 7 Charles Darwin
Section 2 How Does Evolution Happen?
Chapter 7
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.

20. Chapter 7 Charles Darwin
Section 2 How Does Evolution Happen?
Chapter 7
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.

21. Chapter 7 Darwin’s Thinking
Section 2 How Does Evolution Happen?
Chapter 7
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.

22. Darwin’s Thinking, continued
Section 2 How Does Evolution Happen?
Chapter 7
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.

23. Darwin’s Theory of Natural Selection
Section 2 How Does Evolution Happen?
Chapter 7
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.

24. Chapter 7 Section 2 How Does Evolution Happen?
Copyright © by Holt, Rinehart and Winston. All rights reserved.

25. Chapter 7
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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26. Chapter 7
Section 3 Natural Selection in Action
Objectives
Give three examples of natural selection in action.
Outline the process of speciation.

27. Changes in Populations
Section 3 Natural Selection in Action
Chapter 7
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 Insecticides have been used so much that now more than 500 kinds of insects have developed resistance to certain insecticides.

28. Changes in Populations, continued
Section 3 Natural Selection in Action
Chapter 7
Changes in Populations, continued

29. Changes in Populations, continued
Section 3 Natural Selection in Action
Chapter 7
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.

30. Chapter 7 Forming a New Species
Section 3 Natural Selection in Action
Chapter 7
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.

31. Section 3 Natural Selection in Action
Chapter 7

32. Forming a New Species, continued
Section 3 Natural Selection in Action
Chapter 7
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.

33. Forming a New Species, continued
Section 3 Natural Selection in Action
Chapter 7
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.

34. Chapter 7 Species Section 3 Natural Selection in Action
Click below to watch the Visual Concept.
You may stop the video at any time by pressing the Esc key.
Visual Concept

35. Chapter 7
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

36. Chapter 7
Concept Map

37. Chapter 7
Concept Map

38. End of Chapter 7 Show Header – dark yellow 24 points Arial Bold
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39. Chapter 7
The Evolution of Living Things
CNN Videos
Multicultural Connections: A Thailand Fossil Discovery
Science, Technology, and Society: Deciphering Dog DNA

40. Chapter 7
Standardized Test Preparation
Reading
Read each of the passages. Then, answer the questions that follow each passage.

41. Chapter 7
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

42. Chapter 7 Passage 1, continued
Standardized Test Preparation
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.

43. Chapter 7
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.

44. Chapter 7
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.

45. Chapter 7
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.

46. Chapter 7
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.

47. Chapter 7
Standardized Test Preparation
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

48. Chapter 7
Standardized Test Preparation
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.

49. Chapter 7 1. In the passage, what does population mean? A a school
Standardized Test Preparation
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

50. Chapter 7 1. In the passage, what does population mean? A a school
Standardized Test Preparation
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

51. Chapter 7
Standardized Test Preparation
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

52. Chapter 7
Standardized Test Preparation
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

53. Chapter 7
Standardized Test Preparation
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.

54. Chapter 7
Standardized Test Preparation
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.

55. Interpreting Graphics
Chapter 7
Standardized Test Preparation
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.

56. Chapter 7
Standardized Test Preparation
1. In which of the years studied was average beak size the largest?
A 1977
B 1980
C 1982
D 1984

57. Chapter 7
Standardized Test Preparation
1. In which of the years studied was average beak size the largest?
A 1977
B 1980
C 1982
D 1984

58. Chapter 7
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.

59. Chapter 7
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.

60. Chapter 7
Standardized Test Preparation
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

61. Chapter 7
Standardized Test Preparation
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

62. Chapter 7
Standardized Test Preparation
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.

63. Chapter 7
Standardized Test Preparation
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.

64. Average Beak Measurements of Birds of the Colores Islands
Chapter 7
Standardized Test Preparation
Math
Read each question, and choose the best answer.
Average Beak Measurements of Birds of the Colores Islands
Island
Ave. beak length (mm)
Ave. beak width (mm)
No. of unique species
Verde
9.7
6.5 5
Azul
8.9
8.7 15
Rosa
5.2
8.0 10

65. Average Beak Measurements of Birds of the Colores Islands
Chapter 7
Standardized Test Preparation
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
Average Beak Measurements of Birds of the Colores Islands
Island
Ave. beak length (mm)
Ave. beak width (mm)
No. of unique species
Verde
9.7
6.5 5
Azul
8.9
8.7 15
Rosa
5.2
8.0 10

66. Average Beak Measurements of Birds of the Colores Islands
Chapter 7
Standardized Test Preparation
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
Average Beak Measurements of Birds of the Colores Islands
Island
Ave. beak length (mm)
Ave. beak width (mm)
No. of unique species
Verde
9.7
6.5 5
Azul
8.9
8.7 15
Rosa
5.2
8.0 10

67. Chapter 7
Standardized Test Preparation
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%
Island
No. of unique species
Verde 5
Azul 15
Rosa 10

68. Chapter 7
Standardized Test Preparation
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%
Island
No. of unique species
Verde 5
Azul 15
Rosa 10

69. Chapter 7
Standardized Test Preparation
3. On which of the islands is the ratio of average beak length to average beak width closest to 1:1?
A Verde Island
B Azul Island
C Rosa Island
D There is not enough information to determine the answer.
Island
Ave. beak length (mm)
Ave. beak width (mm)
Verde
9.7
6.5
Azul
8.9
8.7
Rosa
5.2
8.0

70. Chapter 7
Standardized Test Preparation
3. On which of the islands is the ratio of average beak length to average beak width closest to 1:1?
A Verde Island
B Azul Island
C Rosa Island
D There is not enough information to determine the answer.
Island
Ave. beak length (mm)
Ave. beak width (mm)
Verde
9.7
6.5
Azul
8.9
8.7
Rosa
5.2
8.0

71. Chapter 7
Standardized Test Preparation
4. On which island does the bird with the smallest beak length live?
F Verde Island
G Azul Island
H Rosa Island
I There is not enough information to determine the answer.
Island
Ave. beak length (mm)
Ave. beak width (mm)
Verde
9.7
6.5
Azul
8.9
8.7
Rosa
5.2
8.0

72. Chapter 7
Standardized Test Preparation
4. On which island does the bird with the smallest beak length live?
F Verde Island
G Azul Island
H Rosa Island
I There is not enough information to determine the answer.
Island
Ave. beak length (mm)
Ave. beak width (mm)
Verde
9.7
6.5
Azul
8.9
8.7
Rosa
5.2
8.0

73. Chapter 7
Section 1 Change over Time

74. Section 2 How Does Evolution Happen?
Chapter 7

75. Section 2 How Does Evolution Happen?
Chapter 7

76. Chapter 7
Section 3 Natural Selection in Action

77. Chapter 7
Section 3 Natural Selection in Action

78. Chapter 7
Standardized Test Preparation