How surviving baboons behaved after leopard predation: a case report

Size: px
Start display at page:

Download "How surviving baboons behaved after leopard predation: a case report"

Transcription

1 Anthropological Science Vol. 123(1), 13 17, 2015 How surviving baboons behaved after leopard predation: a case report Akiko Matsumoto-Oda 1 * 1 Graduate School of Tourism Sciences, University of the Ryukyus, Senbaru, Nishihara, Okinawa , Japan Received 19 November 2014; accepted 23 February 2015 Abstract Predation has been an evolutionary force in primates, driving changes in their behavior, cognition, and numerous morphological characteristics. There is little evidence regarding the counterstrategies of primates to predation, because previous studies on primates have focused on the animals eaten rather than the animals that survive. I report a case of predation in which an adult male baboon was preyed on by a leopard in the early morning in the wild and describe how the surviving baboons behaved. Based on this report, I consider the counter-strategies of baboons to leopard predation, such as staying at the sleeping site, producing alarm calls, and shifting the sleeping site. Further information from other predation events is needed to understand the evolution of anti-predation behaviors. Key words: Papio anubis, predation by leopard, surviving baboons, anti-predator strategies Introduction Predation is an important factor in primate evolution. Predation risk includes the possibility of being attacked by predators in the future, as well as incidents in which animals have escaped from predation after encountering predators (Hart and Sussman, 2005). Predation risk has been a factor in the morphological evolution of prey primates because escape from predators is favoured by the ability to run faster and/or the possession of larger bodies (Hurov, 1987; Cheney and Wrangham, 1987). Predation risk has also affected the behavioral evolution of prey primates (Wright, 1989; Zuberbühler, 2007; McGraw and Zuberbühler, 2008). In human evolution too, predation must have been a major selective force. Although the hypothesis that early hominids primarily hunted, termed man the hunter, was part of mainstream anthropology around the 1960s (Dart and Craig, 1959; Ardrey, 1961), it is now recognized that early hominids could more accurately be described as prey, man the hunted (Brain, 1981; Hart and Sussman, 2005). There are several reports suggesting that early hominids were killed and eaten by predators in almost the same ratio as living primates under natural conditions (Brain, 1970); the frequencies of living primates being preyed upon are almost the same as those of gazelles and antelopes (Hart, 2000). To date, there is insufficient evidence regarding primates counter-strategies to predation. Many animals use counterstrategies to evade risks at locations frequented by predators; * Correspondence to: Akiko Matsumoto-Oda, Graduate School of Tourism Sciences, University of the Ryukyus, Senbaru, Nishihara, Okinawa , Japan. a_matsu@tm.u-ryukyu.ac.jp Published online 31 March 2015 in J-STAGE ( DOI: /ase however, there is some debate as to whether predation on primates is frequent (i.e. van Schaik, 1983; Dunbar, 1988; Hart and Sussman, 2005) or rare (i.e. Wrangham, 1980; Cheney and Wrangham, 1987). There are effective strategies to reduce the risk of predation, such as formation of large groups, larger numbers of males in groups, the very fact of group living, philopatry, the use of alarm calls, increased vigilance, and greater cognitive ability (Pulliam, 1973; Alexander, 1974; Seyfarth et al., 1980; Cheney and Seyfarth, 1981; van Schaik, 1983; van Schaik and van Hooff, 1983; Anderson, 1986; Cheney and Wrangham, 1987; Lima and Dill, 1990; Isbell, 1994; Cowlishaw, 1997; Sterck et al., 1997; Hill and Dunbar, 1998; Lima, 1998; Zuberbühler and Jenny, 2002; Shultz et al., 2004; Willems and Hill, 2009). An animal that acquires such strategies is less likely to be killed and eaten by predators and more likely to escape from them. However, most research on primate predation has focused on individuals that were killed and eaten, whereas few studies have described the behaviors of individuals that survived. Despite theoretical emphasis on predation as a major selective pressure (e.g. van Schaik, 1983, 1989; Dunbar, 1988; Sterck et al., 1997; Janson, 2003), many of the presumed adaptations to predation currently have little empirical support, at least in the case of primates (Cheney and Wrangham, 1987; Isbell, 1994; Miller and Treves, 2007). Evidence from prehistoric sites is not sufficient to infer how hominids developed counter-strategies to defeat predators. The best way to infer these strategies is by investigating the behaviors of non-human primates. Among the primates, the most suitable species for inferences regarding hominid behavior is the baboon. Early hominids and baboons were preyed upon on a large scale by leopards 1 2 million years ago in South Africa (Brain, 1970). Baboons have the largest bodies among living primates inhabiting the transitional zone between forests and savannas, and their body size is 2015 The Anthropological Society of Nippon 13

2 14 A. MATSUMOTO-ODA Anthropological Science Figure 1. Bird s-eye and distant views of the cliff. similar to that of early hominids. Baboons and early hominids were frequently hunted and eaten by Felidae species (Brain, 1978; Busse, 1980). This study reports the behaviors of wild baboons that were not killed when an adult male was preyed upon by a leopard in the early morning. Predation by leopards is the main cause of death in adult baboons (Busse, 1980; Cowlishaw, 1994). Leopards hunt both at night and in the daytime. However, the success rate of predation is highest at baboon sleeping sites (Cowlishaw, 1994), suggesting that baboons are often preyed upon at night. It can be difficult to know how individuals other than the victim behave because researchers have reduced visibility at night (Busse, 1980). Busse (1980) observed baboon predation events by leopards at night and reported only that the baboons produced alarm calls in five of six cases. Our report provides new information on baboons counter-strategies in response to leopard predation. Methods Study site This study was conducted at the Mpala Research Centre on the Laikipia Plateau, Kenya (0 20'N, 36 50'E). The Mpala covers an area of 200 km 2 and is located at an elevation of 1700 m. The climate is semi-arid, having an average annual rainfall of about 550 mm, and the vegetation is dominated by Acacia spp. (Franz et al., 2010). Study subjects An anubis baboon (Papio anubis) group, AI, has been habituated since 2011 by the author (A.M.O). In October 2014, the AI group comprised 60 individuals, including 11 adult males and 20 adult females. The group had several sleeping sites, but the main one was on a cliff that was about 300 m long and half covered by bushes. The open area of the cliff was about m high from the top to the base, and there were two shelves on its slippery surface (Figure 1). The northern side of the cliff was connected to a big rock that faced the cliff. In addition, there was a cave large enough for two adult humans to sleep on the floor. The inside of the cave was hidden by rocks and could not be seen from either the top of the cliff or the front of the cave without approaching. Observation 17 September :15 We arrived at the top of the cliff. All of the baboons were sitting on the shelves. About 10 baboons were gathered under a big tree, looking in the direction of the cave. 06:20 We moved to the big rock facing the shelves by following the northern edge of the cliff while all of the baboons sat silently. It seemed odd that baboons did not engage in grooming or playing, because they usually showed such behavior in other circumstances. 06:28 Male baboons emitted alarm calls (Figure 2). Four adult males ran and climbed up the tree. Females and youngsters produced alarm calls. An assistant detected a leopard in the bushes. From the side of the cave and toward the north, the leopard surreptitiously circled past the big rock. The assistant pointed his finger in the direction of the leopard s movement. 06:30 The sun rose. The leopard disappeared quickly into the bushes, and each of the baboons resumed its activity. 06:31 The alarm calls stopped. 07:44 The baboons moved slowly to the south along the cliff.

3 Vol. 123, 2015 BEHAVIOR OF SURVIVING BABOONS AFTER LEOPARD PREDATION Figure 2. Surviving baboons watched the movement of the leopard. 08:30 The baboons moved into the bushes and down from the cliff. We then stopped the observation. During the observation, we checked which of the baboons were present and found that an old male was missing. We walked down into the cave. 09:10 16:45 16:50 17:30 17:32 17:56 15 We found the dead body of the old male, MK, on a big rock in the cave (Figure 3). The body was missing its left leg, and some of the internal organs had spilled out. Additionally, the body had some injuries on the left side of the nose and neck and in two parts of the abdomen (Figure 4). Some small bloodstains were seen from the center to the back of the cave. We returned to the cliff. A leopard was observed, holding the body of MK in its mouth and running off northward from the direction of the cave into the bush. None of the baboons was at the cliff. We left the cliff. We found 58 baboons moving and eating on the plain 650 m from the cliff. The baboons went back towards the cliff. 18 September :15 We arrived at the top of the cliff. 06:18 A young male (EL) looked into the cave from the shelf. The baboons remained almost silent until they started to move (07:57). 19 September 2014 The baboons were relatively quiet, and there was neither fighting nor screaming until they started movement (between 06:16 and 07:57). From 20 to 24 September, the baboons shifted their nighttime sleeping site (L.R. Bidner and L.A. Isbell, unpublished data) to a place they rarely used (0.2% of 533 nights: A. Matsumoto-Oda unpublished data). Discussion Baboons may know of places that are safe from surprise attacks by leopards. When we came to the cliff early on the morning of 17 September, MK had already been preyed upon by a leopard. Therefore, it is not known how the leopard caught MK or whether other baboons raised alarm calls at that time. We observed, however, that the baboons did not run away while the leopard took MK into the cave and ate his left leg, which took approximately 1.5 hours. The baboons gathered at the north end of the shelf and watched the cave, suggesting that they might have recognized that something significant had happened. The baboons may have thought that leopards could not reach the shelf on the cliff side, and they may have judged that when it was dark they were safer if they stayed there rather than if they moved around blindly on the ground when a leopard was nearby. Baboons may not leave a sleeping site when it is dark even if a group member is killed there. A previous study reported that baboons did not leave a sleeping site in the darkness even when they were surprised by a threat. When Brain (1981) hid in the depths of a cave and then appeared suddenly as a group of baboons slept, the baboons became excited but did not leave the cave. A review showed that protection against predators (especially leopards) was the major determining factor in sleeping site selection (Hamilton, 1982). Baboons use alarm calls and silence, as appropriate. On the rock shelves on ordinary mornings, the baboons of the AI group engaged in typical activities, including grooming, playing, sleeping, and following females. Up until the time the leopard left the area in the morning, however, all of the

4 16 A. MATSUMOTO-ODA Anthropological Science Figure 3. The body of the old male, MK, which had been pulled into the cave. Figure 4. The body of MK showed some injuries on the left side of the nose and neck and in two parts of the abdomen, and was missing its left leg. members of the baboon group sat in silence, suggesting that they felt tense. One anti-predator strategy of animals is to produce no sound when a predator is near (Zuberbühler, 2001). The baboons emitted alarm calls when the leopard started to move from the cave. Giving an alarm call incurs the risk of being caught by the predator. Therefore, the baboons may have known that this leopard now posed little danger; they gave two messages by producing alarm calls: they prompted other members of the group to pay attention because the leopard was moving; and they let the leopard know that they were aware of its presence. On the mornings of 18 and 19 September, the baboons remained quiet at the cliff, perhaps showing that they were still tense. It has been reported that leopards tend to remain near the hunting place until they devour their kill, which they cache for several days on a tree or in a cave (Bailey, 1993). Our observations suggest that baboons shift their sleeping sites to avoid subsequent risk of predation by leopards. The AI group changed is sleeping site starting 3 nights after the predation. Leopards hunt at intervals of about 7 days after successful predation on animals of a size similar to impalas (40 50 kg), although there are differences due to individual size and seasonality (Bailey, 1993). Considering the mean weight of male baboons (about 25 kg), leopards that succeed

5 Vol. 123, 2015 BEHAVIOR OF SURVIVING BABOONS AFTER LEOPARD PREDATION 17 in predation of a baboon are likely to hunt again 4 5 days later. Although factors such as seasonality of food resources affect shifts in sleeping sites, the shift of the AI group corresponded to the hunting cycle of leopards. If a leopard tends to stay near the site of the kill (Bailey, 1993), staying near the cliff is very dangerous for baboons. Thus, sleeping sites may be abandoned, at least temporarily, if they have been sites of predation events (Altmann and Altmann, 1970). Acknowledgments This research was partially supported by JSPS KAKENHI to A.M.O., Grant Nos. 2 and References Alexander R.D. (1974) The evolution of social behavior. Annual Review of Ecology and Systematics, 5: Altmann S.A. and Altmann J. (1970) Baboon Ecology: African Field Research. University of Chicago Press, Basel. Anderson C.M. (1986) Predation and primate evolution. Primates, 27: Ardrey R. (1961) African Genesis: A Personal Investigation into Animal Origins and Nature of Man. Atheneum, New York. Bailey T.N. (1993) The African Leopard: Ecology and Behavior of a Solitary Felid. Columbia University Press, New York. Brain C. (1970) New finds at the Swartkrans Australopithecine site. Nature, 225: Brain C. (1978) Interpreting the bone accumulations from the Sterkfontein Valley caves: a case study in quaternary research. Annals of the Natal Museum, 23: Brain C. (1981) The Hunters or the Hunted? University of Chicago Press, Chicago. Busse C. (1980) Leopard and lion predation upon chacma baboons living in the Moremi Wildlife Reserve. Botswana Notes and Records, 12: Cheney D.L. and Seyfarth R.M. (1981) Selective forces affecting the predator alarm calls of vervet monkeys. Behaviour, 76: Cheney D.L. and Wrangham R.W. (1987) Predation. In: Smuts B.B., Cheney D.L., Seyfarth R.M., Wrangham R.W., and Struhsaker T.T. (eds.), Primate Societies. University of Chicago Press, Chicago, pp Cowlishaw G. (1994) Vulnerability to predation in baboon populations. Behaviour, 131: Cowlishaw G. (1997) Refuge use and predation risk in a desert baboon population. Animal Behaviour, 54: Dart R. and Craig D. (1959) Adventures with the Missing Link. Harper, New York. Dunbar R.I.M. (1988) Primate Social Systems. Cornell University Press, Ithaca, NY. Franz T.E., Caylor K.K., Nordbotten J.M., Rodriguez-Iturbe I., and Celia M.A. (2010) An ecohydrological approach to predicting regional woody species distribution patterns in dryland ecosystems. Advances in Water Resources, 33: Hamilton W.J. (1982) Baboon sleeping site preferences and relationships to primate grouping patterns. American Journal of Primatology, 3: Hart D.L. (2000) Primates as Prey: Ecological, Morphological and Behavioral Relationships between Primate Species and their Predators. Ph.D thesis. Washington University. Hart D.L. and Sussman R.W. (2005) Man the Hunted: Primates, Predators, and Human Evolution. Westview Press, Boulder, CO. Hill R.A. and Dunbar R. (1998) An evaluation of the roles of predation rate and predation risk as selective pressures on primate grouping behavior. Behaviour, 135: Hurov, J.R. (1987) Terrestrial locomotion and back anatomy in vervets (Cercopithecus aethiops) and patas monkeys (Erythrocebus patas). American Journal of Primatology, 13: Isbell L.A. (1994) Predation on primates: ecological patterns and evolutionary consequences. Evolutionary Anthropology, 3: Janson C.H. (2003) Puzzles, predation, and primates: using life history to understand selection pressures. In: Kappeler P.M. and Pereira M.E. (eds.), Primate Life Histories and Socioecology. University of Chicago Press, Chicago, pp Lima S.L. (1998) Nonlethal effects in the ecology of predator prey interactions. Bioscience, 48: Lima S.L. and Dill L.M. (1990) Behavioral decisions made under the risk of predation: a review and prospectus. Canadian Journal of Zoology, 68: McGraw W.S. and Zuberbühler K. (2008) Socioecology, predation, and cognition in a community of West African monkeys. Evolutionary Anthropology, 17: Miller L.E. and Treves A. (2007) Predation on primates: past studies, current challenges, and directions for the future. In: Campbell C., Fuentes A., MacKinnon K.C., Panger M., and Bearder S.K. (eds.), Primates in Perspective. Oxford University Press, Oxford, pp Pulliam H.R. (1973) On the advantages of flocking. Journal of Theoretical Biology, 38: Seyfarth R.M., Cheney D.L., and Marler P. (1980) Monkey responses to three different alarm calls: evidence of predator classification and semantic communication. Science, 210: Shultz S., Noë R., McGraw W.S., and Dunbar R.I.M. (2004) A community-level evaluation of the impact of prey behavioural and ecological characteristics on predator diet composition. Proceedings of the Royal Society of London B, 271: Sterck E.H.M., Watts D.P., and van Schaik C.P. (1997) The evolution of female social relationships in nonhuman primates. Behavioral Ecology and Sociobiology, 41: van Schaik C.P. (1983) Why are diurnal primates living in groups? Behaviour, 87: van Schaik C.P. (1989) The ecology of social relationships amongst female primates. In: Standen V. and Foley R.A. (eds.), Comparative Socioecology. Blackwell Scientific, London, pp van Schaik C.P. and van Hooff J.A.R.A.M. (1983) On the ultimate causes of primate social systems. Behaviour, 85: Willems E.P. and Hill R.A. (2009) Predator-specific landscapes of fear and resource distribution: effects on spatial range use. Ecology, 90: Wrangham R.W. (1980) An ecological model of female-bonded primate groups. Behaviour, 75: Wright P.C. (1989). The nocturnal primate niche in the new world. Journal of Human Evolution, 18: Zuberbühler K. (2001). Predator-specific alarm calls in Campbell s monkeys, Cercopithecus campbelli. Behavioral Ecology and Sociobiology, 50: Zuberbühler K. (2007) Predation and primate cognitive evolution. In Gurskey-Doyen S.L. and Nekaris A.K.I. (eds.), Primate Anti-Predator Strategies. Springer, New York, pp Zuberbühler K. and Jenny D. (2002) Leopard predation and primate evolution. Journal of Human Evolution, 43:

Desert Animals Survive Because

Desert Animals Survive Because Being Nocturnal Is An Adaptation That Helps Desert Animals Survive Because Most desert animals are nocturnal because it allows them to avoid extreme heat during the day. Some predators are How do animals

More information

Where Animals and Plants Are Found

Where Animals and Plants Are Found About Animals and Plants What I Need to Know Vocabulary Animals and plants are linked. They are connected. They make up an ecosystem. Not all the ecosystems are the same. Different ecosystems have different

More information

Chimpanzees. Chimpanzees (Pan troglodytes) 11/13/11. Week 12. Chimpanzees Dating things Intro to Human Origins

Chimpanzees. Chimpanzees (Pan troglodytes) 11/13/11. Week 12. Chimpanzees Dating things Intro to Human Origins Week 12 Chimpanzees Dating things Intro to Human Origins Chimpanzees (Pan troglodytes) Chimpanzees Chimpanzees are perhaps the best known of all nonhuman primates. Most of us experience captive or trained

More information

Ch. 1 Introduction CHAPTER ONE INTRODUCTION

Ch. 1 Introduction CHAPTER ONE INTRODUCTION CHAPTER ONE INTRODUCTION It has become increasingly clear in recent years that an understanding of the evolution of primate social systems will ultimately depend on explaining the ways in which group size

More information

Knockouts of high-ranking males have limited impact on baboon social networks

Knockouts of high-ranking males have limited impact on baboon social networks Current Zoology 61 (1): 107 113, 2015 Knockouts of high-ranking males have limited impact on baboon social networks Mathias FRANZ 1*, Jeanne ALTMANN 2, Susan C. ALBERTS 1 1 Department of Biology, Duke

More information

Introduction to Biological Anthropology: Notes 18 The evolution of cooperation: Altruism and kin selection Copyright Bruce Owen 2011 It was not

Introduction to Biological Anthropology: Notes 18 The evolution of cooperation: Altruism and kin selection Copyright Bruce Owen 2011 It was not Introduction to Biological Anthropology: Notes 18 The evolution of cooperation: Altruism and kin selection Copyright Bruce Owen 2011 It was not difficult to understand how selection can affect mating and

More information

Introduction to Biological Anthropology: Notes 17 The evolution of cooperation: Altruism and kin selection Copyright Bruce Owen 2010 It was not

Introduction to Biological Anthropology: Notes 17 The evolution of cooperation: Altruism and kin selection Copyright Bruce Owen 2010 It was not Introduction to Biological Anthropology: Notes 17 The evolution of cooperation: Altruism and kin selection Copyright Bruce Owen 2010 It was not difficult to understand how selection can affect mating and

More information

PREDATOR VIGILANCE COSTS OF ALLOGROOMING IN WILD BLUE MONKEYS

PREDATOR VIGILANCE COSTS OF ALLOGROOMING IN WILD BLUE MONKEYS PREDATOR VIGILANCE COSTS OF ALLOGROOMING IN WILD BLUE MONKEYS by MARINA CORDS1,2) (Anthropology Department, Columbia University, New York, NY 10027, U.S.A.) (Acc. 29-III-1995) Summary Although allogrooming

More information

6 HOW DID OUR ANCESTORS EVOLVE?

6 HOW DID OUR ANCESTORS EVOLVE? 6 HOW DID OUR ANCESTORS EVOLVE? David Christian introduces the science of taxonomy and explains some of the important methods used to identify and classify different species and several key human ancestors.

More information

Do animals play and is there a benefit from play? Do animals play, and if so, how? Is there a benefit to play behavior? How

Do animals play and is there a benefit from play? Do animals play, and if so, how? Is there a benefit to play behavior? How Kieffer 1 Do animals play and is there a benefit from play? Do animals play, and if so, how? Is there a benefit to play behavior? How could play behavior have evolved? Several investigators have looked

More information

Bio 1M: The evolution of apes. 1 Example. 2 Patterns of evolution. Similarities and differences. History

Bio 1M: The evolution of apes. 1 Example. 2 Patterns of evolution. Similarities and differences. History Bio 1M: The evolution of apes 1 Example Humans are an example of a biological species that has evolved Possibly of interest, since many of your friends are probably humans Humans seem unique: How do they

More information

Fear and loathing on the landscape: What can foraging theory tell us about vigilance and fear? Commentary on Beauchamp on Fear & Vigilance

Fear and loathing on the landscape: What can foraging theory tell us about vigilance and fear? Commentary on Beauchamp on Fear & Vigilance Fear and loathing on the landscape: What can foraging theory tell us about vigilance and fear? Commentary on Beauchamp on Fear & Vigilance Burt P. Kotler Ben-Gurion University of the Negev, Israel Joel

More information

Evolution & Natural Selection

Evolution & Natural Selection Evolution & Natural Selection Human Origins & Adaptations Charles Darwin Darwin did not discover evolution Darwin explain how natural selection decided which genes would be selected and passed on to the

More information

Aladdin was the son of Hassan the tailor. Hassan died

Aladdin was the son of Hassan the tailor. Hassan died Chapter 1 The wizard Aladdin was the son of Hassan the tailor. Hassan died when Aladdin was twelve and so the boy lived with his mother. They lived in a little house in the middle of the town. They were

More information

Main Points. Test #1 Thursday 1 October minutes for questions on Test #1 Tuesday 29 September.

Main Points. Test #1 Thursday 1 October minutes for questions on Test #1 Tuesday 29 September. Main Points 1) Predation as a driver of ecological communities -- experiments in ecology -- top-down vs bottom-up regulation of populations -- example: apparent competition in northern ungulates -- example:

More information

Profile Sheet. PBL Lesson Plan for Diverse Learners

Profile Sheet. PBL Lesson Plan for Diverse Learners Profile Sheet PBL Lesson Plan for Diverse Learners Original Title: Aiding in the Survival of the Giraffes in Africa Primary Subject Area: Science Outside Subject Area: Language Arts Description of student

More information

Science Curriculum Map Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Science Curriculum Map Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 The objectvies in this curriculum map have been outlined by the National Curriculum and include additonal skill and knowledge based learning objectives grouped by units of work, taken from Hamilton Trust,

More information

What standard are we focusing on today?

What standard are we focusing on today? What standard are we focusing on today? Standard H.B.6 The student will demonstrate an understanding that ecosystems are complex, interactive systems that include both biological communities and physical

More information

National Curriculum 2014: Progression in Science

National Curriculum 2014: Progression in Science Evaluating Concluding Working Scientifically Measuring and Recording Asking Questions Year 1/2 Year 3/4 Year 5/6 ask simple questions and recognise that they can be answered in different ways ask relevant

More information

Science Curriculum Overview

Science Curriculum Overview YEAR 1 Seasonal changes observe changes across the 4 seasons observe and describe weather associated with the seasons and how day length varies Seasonal changes observe changes across the 4 seasons observe

More information

Newsletter Spring 2016

Newsletter Spring 2016 Newsletter Spring 2016 April and May There was great changes about hide area ownership, previously the hide area was on rent for the company, but in January 2016 Wild Brown Bear bought the hide area and

More information

Year 1 Science overview

Year 1 Science overview Year 1 Science overview asking simple questions and recognising that they can be answered in different ways observing closely, using simple equipment performing simple tests identifying and classifying

More information

PE65 Behavioural changes during interspecific associations. of primate groups in the Peruvian Amazon

PE65 Behavioural changes during interspecific associations. of primate groups in the Peruvian Amazon PE65 Behavioural changes during interspecific associations of primate groups in the Peruvian Amazon Living in groups has numerous benefits for individuals, including protection from predation and access

More information

Extra Credit: due Thursday 28 September at 5pm as a.doc ed to Jake. Help session Tuesday 26 September.

Extra Credit: due Thursday 28 September at 5pm as a.doc  ed to Jake. Help session Tuesday 26 September. Main Points 1) Functional responses of predators -- prey switching and prey preferences -- Example: removing protected populations to save an endangered species -- apparent competition and the decline

More information

Fairlawn Primary School Science Curriculum

Fairlawn Primary School Science Curriculum Materials Plants Animals and Humans At Fairlawn, we follow the curriculum set out in the Science Bug resource Year 1 SCIENTIFIC KNOWLEDGE Identify and name a variety of common animals including fish, amphibians,

More information

A page from Willow s computer diary

A page from Willow s computer diary I ROBOT, YOU JANE A page from Willow s computer diary Things have always been strange here in Sunnydale. Since Buffy arrived in town we ve been able to understand it better. But the truth can be quite

More information

Mapping progression across KS1 to KS2. Science. Adapted from Mapping Progression in the Primary Science Curriculum written by Sue Atkinson CYC

Mapping progression across KS1 to KS2. Science. Adapted from Mapping Progression in the Primary Science Curriculum written by Sue Atkinson CYC Mapping progression across KS1 to KS2 Science Adapted from Mapping Progression in the Primary Science Curriculum written by Sue Atkinson CYC Sc1 Working Scientifically Asking simple questions and recognising

More information

HfL Science Topic Maps for Years 1-6. Herts for Learning Ltd.

HfL Science Topic Maps for Years 1-6. Herts for Learning Ltd. HfL Science Topic Maps for Years 1-6 Year 1 Science Map Working scientifically Everyday materials Different animals asking simple questions and recognising that they can be answered in different ways distinguish

More information

Primary Science Curriculum Pupil Assessment Record

Primary Science Curriculum Pupil Assessment Record Year 1 Plants Can identify and name a variety of common plants, including garden plants, wild plants and trees, and those classified as deciduous and evergreen. Can describe the basic structure of a variety

More information

The concept of the adaptive landscape

The concept of the adaptive landscape 1 The concept of the adaptive landscape The idea of a fitness landscape was introduced by Sewall Wright (1932) and it has become a standard imagination prosthesis for evolutionary theorists. It has proven

More information

Physical Anthropology Exam 2

Physical Anthropology Exam 2 Physical Anthropology Exam 2 1) Which of the following stages of the life cycle are NOT found in primates other than humans? a) Infancy b) Juvenile c) Sub-adult d) Adult e) Post-reproductive 2) Essential

More information

Listening. The Air. Did you know? Did you know?

Listening. The Air. Did you know? Did you know? Listening 1. Find a place to sit. 2. Close your eyes and listen carefully to all the sounds you can hear. Cup your hands around your ears and turn your head to help you listen in particular directions.

More information

Lesson Eight The Meeting of the Dinosaurs Evidence Given by Dinosaur Footprints

Lesson Eight The Meeting of the Dinosaurs Evidence Given by Dinosaur Footprints Lesson Eight The Meeting of the Dinosaurs Evidence Given by Dinosaur Footprints Summary During the first set of activities, students focused on the basics, learning about rocks, minerals, time, and fossils.

More information

GPS RELAY RACE BACKGROUND: Gina Oles ICE5 GPS LAB Individual Project Summer, 2009

GPS RELAY RACE BACKGROUND: Gina Oles ICE5 GPS LAB Individual Project Summer, 2009 Gina Oles ICE5 GPS LAB Individual Project Summer, 2009 GPS RELAY RACE BACKGROUND: Animal adaptations are any body shape, color, process, or behavior that allows an organism to survive in its environment.

More information

Stamford Green Primary School Science Progression Document. September 2014

Stamford Green Primary School Science Progression Document. September 2014 Stamford Green Primary School Science Progression Document September 2014 Early Years Early Learning Goals Area of EYFS curriculum Early Learning Goals The World Children know about the similarities and

More information

1.0 Forest Ecology at the Ecosystem Level

1.0 Forest Ecology at the Ecosystem Level 1.0 Forest Ecology at the Ecosystem Level Ecology is the study of living and non-living parts of the environment and how they affect each other. The environment is everything around us. It includes the

More information

DOSTHILL PRIMARY SCHOOL I am working towards Building Block A1 in Science

DOSTHILL PRIMARY SCHOOL I am working towards Building Block A1 in Science I am working towards Building Block A1 in Science 1 I can observe things closely using some simple equipment 2 I can carry out investigations 3 With some help, I can test out some ideas suggested to me

More information

Science subject progression and skills

Science subject progression and skills Science subject progression and skills Year 1 : Identify and name a variety of common animals that are birds, fish, amphibians, reptiles and mammals Identify and name a variety of common animals that are

More information

Science Curriculum Overview

Science Curriculum Overview YEAR 1 Seasonal changes Seasonal changes Seasonal changes observe changes across the 4 seasons observe and describe weather associated with the seasons and how day length varies observe changes across

More information

Who Were Neanderthals and Did They Interbreed with Modern Humans?

Who Were Neanderthals and Did They Interbreed with Modern Humans? Anthropology 1020 Sharon Vidriales-Estrada Who Were Neanderthals and Did They Interbreed with Modern Humans? References 1. Wikipedia (Internet) www.wikipedia.org Neanderthals search 2. Scientific American

More information

CHAPTER. Population Ecology

CHAPTER. Population Ecology CHAPTER 4 Population Ecology Chapter 4 TOPIC POPULATION ECOLOGY Indicator Species Serve as Biological Smoke Alarms Indicator species Provide early warning of damage to a community Can monitor environmental

More information

Grade

Grade www.abubakrshalaby.com 5 Grade Ecology is the scientific study of the relation of living organisms to each other and their surroundings. Ecology includes the study of plant and animal populations, plant

More information

YEAR 12 HUMAN BIOLOGY EVOLUTION / NATURAL SELECTION TEST TOTAL MARKS :

YEAR 12 HUMAN BIOLOGY EVOLUTION / NATURAL SELECTION TEST TOTAL MARKS : YEAR 12 HUMAN BIOLOGY EVOLUTION / NATURAL SELECTION TEST TOTAL MARKS : 1.Natural selection is occurring in a population. Which of the following statements is CORRECT? The population must be completely

More information

Band 1 - Science All. Working Scientifically Animals Including Humans Materials. Plants. Seasonal Changes

Band 1 - Science All. Working Scientifically Animals Including Humans Materials. Plants. Seasonal Changes Band 1 - Science All Working Scientifically Materials Ask simple questions and recognise that they can be answered in different ways (Year 1 focus). I can ask questions and know they can be answered in

More information

Population Ecology. Study of populations in relation to the environment. Increase population size= endangered species

Population Ecology. Study of populations in relation to the environment. Increase population size= endangered species Population Basics Population Ecology Study of populations in relation to the environment Purpose: Increase population size= endangered species Decrease population size = pests, invasive species Maintain

More information

By Karen Phillips. 12/06

By Karen Phillips. 12/06 By Karen Phillips. 12/06 Questions The First Americans: Who, What, When, Where, How, Why? Who were the first Americans? When did the first Americans start arriving? Where did they come from? Where did

More information

Ecology Notes CHANGING POPULATIONS

Ecology Notes CHANGING POPULATIONS Ecology Notes TEK 8.11 (B) Investigate how organisms and populations in an ecosystem depend on and may compete for biotic and abiotic factors such as quantity of light, water, range of temperatures, or

More information

Anthro 101: Human Biological Evolution. Lecture 11: Cooperation, Intelligence, Communication, Culture, & Human Behavior. Prof.

Anthro 101: Human Biological Evolution. Lecture 11: Cooperation, Intelligence, Communication, Culture, & Human Behavior. Prof. Anthro 101: Human Biological Evolution Lecture 11: Cooperation, Intelligence, Communication, Culture, & Human Behavior Prof. Kenneth Feldmeier Reminders Fossil lecture for homework Quiz about material

More information

PIMA TALES BY HENRIETTE ROTHSCHILD KROEBER THE CREATION OF THE WOKLD

PIMA TALES BY HENRIETTE ROTHSCHILD KROEBER THE CREATION OF THE WOKLD PIMA TALES BY HENRIETTE ROTHSCHILD KROEBER THE CREATION OF THE WOKLD When Djivut Maka, Earth Medicine-man, was about first, it was all dark and he went around as a butterfly all alone. After awhile he

More information

Main Points. Terms: functional response, prey switching, apparent competition, ecosystem management

Main Points. Terms: functional response, prey switching, apparent competition, ecosystem management Main Points 1) Functional responses of predators -- prey switching and prey preferences -- Example: removing protected populations to save an endangered species -- apparent competition and the decline

More information

Institute. Dr. Jon Aars, Norwegian Polar. Institute. Jon Aars, NPI

Institute. Dr. Jon Aars, Norwegian Polar. Institute. Jon Aars, NPI Research on polar Tracking bears the at Polar Norwegian Bear Polar Institute Dr. Jon Aars, Norwegian Polar Institute Jon Aars, NPI What are Norwegian Polar Institutes (NPI) mandates? We are asked by our

More information

Mowbray School Long Term Science Plan KS1. Two Year rolling programme KS1

Mowbray School Long Term Science Plan KS1. Two Year rolling programme KS1 Mowbray School Long Term Science Plan KS1 Two Year rolling programme KS1 Pupils should be taught to; Ø develop scientific knowledge and conceptual understanding through the specific disciplines of biology,

More information

Student Name: Teacher: Date: District: London City. Assessment: 07 Science Science Test 4. Description: Life Science Final 1.

Student Name: Teacher: Date: District: London City. Assessment: 07 Science Science Test 4. Description: Life Science Final 1. Student Name: Teacher: Date: District: London City Assessment: 07 Science Science Test 4 Description: Life Science Final 1 Form: 301 1. A food chain is shown. Sunlight Grass Rabbit Snake What is the abiotic

More information

LIFE SCIENCE CHAPTER 14 FLASHCARDS

LIFE SCIENCE CHAPTER 14 FLASHCARDS LIFE SCIENCE CHAPTER 14 FLASHCARDS What are sperm and eggs? A. vertebrates B. sex cells s D. tissues What is an organism at an early stage of development called? B. vertebrate D. consumer What is a collection

More information

Assessment Schedule 2016 Biology: Demonstrate understanding of the responses of plants and animals to their external environment (91603)

Assessment Schedule 2016 Biology: Demonstrate understanding of the responses of plants and animals to their external environment (91603) NCEA Level 3 Biology (91603) 2016 page 1 of 6 Assessment Schedule 2016 Biology: Demonstrate understanding of the responses of plants and animals to their external environment (91603) Evidence Statement

More information

Homework. Guided Reading Recent Hominids (#22-31) Need ear buds/headphones for Monday!!

Homework. Guided Reading Recent Hominids (#22-31) Need ear buds/headphones for Monday!! Homework Guided Reading Recent Hominids (#22-31) Need ear buds/headphones for Monday!! Learning Target I can explore various hominids from the skull lab and describe the evolution of hominids. What are

More information

May 11, Aims: Agenda

May 11, Aims: Agenda May 11, 2017 Aims: SWBAT explain how survival of the fittest and natural selection have contributed to the continuation, extinction, and adaptation of species. Agenda 1. Do Now 2. Class Notes 3. Guided

More information

Environmental signals

Environmental signals Environmental signals Why are environmental signals rare? Pp 632-635 Resource recruitment signals Costs and benefits Vertebrates and social insects Predator detection signals Types Patterns of usage Intertrophic

More information

Nursery Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 N/A N/A N/A

Nursery Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 N/A N/A N/A Non Negotiables Science Plants Biology Nursery Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Know some names of plants Begin to say how they are different from each other Start to describe the features

More information

Essential Characteristics of Scientists

Essential Characteristics of Scientists SELBY ABBEY CE (VC) PRIMARY SCHOOL SCIENCE CURRICULUM 2018-2019 Essential Characteristics of Scientists The ability to think independently and raise questions about working scientifically and the knowledge

More information

Unit 4 Lesson 6 What Are Physical and Behavioral Adaptations?

Unit 4 Lesson 6 What Are Physical and Behavioral Adaptations? Unit 4 Lesson 6 What Are Physical and Behavioral Adaptations? Adaptations A characteristic that helps a living thing survive is called an adaptation. Adaptations Animals that survive better because of

More information

Academic Year Second Term. Science Revision sheets

Academic Year Second Term. Science Revision sheets Academic Year 2015-2016 Second Term Science Revision sheets Name: Date: Grade:3/ Q1 : Choose the letter of the choice that best answer the questions 1. Which of these is what a plant does that makes more

More information

Vocabulary Flash Cards: Life Science 1: LS1 (1-5)

Vocabulary Flash Cards: Life Science 1: LS1 (1-5) Vocabulary Flash Cards: Life Science 1: LS1 (1-5) 1. Abiotic The nonliving parts of an ecosystem 2. Biotic The living parts of an ecosystem 3. Community The species that make up the living organisms in

More information

Chapter 6 Population and Community Ecology

Chapter 6 Population and Community Ecology Chapter 6 Population and Community Ecology Friedland and Relyea Environmental Science for AP, second edition 2015 W.H. Freeman and Company/BFW AP is a trademark registered and/or owned by the College Board,

More information

Stratigraphic correlation. Old Earth, Changing Earth. Plate Tectonics. A105 Fossil Lecture. Cenozoic Era: Age of Mammals. Tuff A. Tuff Q.

Stratigraphic correlation. Old Earth, Changing Earth. Plate Tectonics. A105 Fossil Lecture. Cenozoic Era: Age of Mammals. Tuff A. Tuff Q. Stratigraphic correlation Old Earth, Changing Earth Tuff A Tuff A 3.2 + 0.1 MA Tuff Q Tuff Q Tuff B Tuff C 3.6 + 0.1 MA 3.7 + 0.1 MA Tuff C Plate Tectonics Cenozoic Era: Age of Mammals Text pp 128-=130

More information

Darwin s Theory of Evolution The Puzzle of Life s Diversity Chapter 15

Darwin s Theory of Evolution The Puzzle of Life s Diversity Chapter 15 Darwin s Theory of Evolution The Puzzle of Life s Diversity Chapter 15 Image from: Biology by Miller and Levine; Prentice Hall Publishing 2006 EVOLUTION: WRITE A DEFINITION: change over time; the process

More information

Super Selection. 7 th Grade. Concepts. Objectives. Outline. Duration Pre-Visit: 40 minutes Museum Visit: 60 minutes Post Visit: 50 minutes

Super Selection. 7 th Grade. Concepts. Objectives. Outline. Duration Pre-Visit: 40 minutes Museum Visit: 60 minutes Post Visit: 50 minutes Super Selection 7 th Grade Duration Pre-Visit: 40 minutes Museum Visit: 60 minutes Post Visit: 50 minutes Concepts Natural selection is the process by which evolution occurs. Natural selection was first

More information

7 th Grade SCIENCE FINAL REVIEW Ecology, Evolution, Classification

7 th Grade SCIENCE FINAL REVIEW Ecology, Evolution, Classification 7 th Grade SCIENCE FINAL REVIEW Ecology, Evolution, Classification ECOLOGY Students will be able to: Define species, population, community and ecosystem. species organisms that can mate and produce fertile

More information

E n g l i s h. Caves. Student Name. Reading

E n g l i s h. Caves. Student Name. Reading Student Name Grade 4 practice test E n g l i s h Page Reading irections: In this section of the test, you will show how well you can understand written English. There are several selections and some questions

More information

Combining Sentences by Inserting Words

Combining Sentences by Inserting Words for CHAPTER 18: WRITING EFFECTIVE page 419 Combining Sentences by Inserting Words EXERCISE A Each of the following items contains two sentences. Combine the two sentences by taking the underlined word

More information

Primate Diversity & Human Evolution (Outline)

Primate Diversity & Human Evolution (Outline) Primate Diversity & Human Evolution (Outline) 1. Source of evidence for evolutionary relatedness of organisms 2. Primates features and function 3. Classification of primates and representative species

More information

Science Curriculum Map: KS1 & KS

Science Curriculum Map: KS1 & KS Subject In KS1 pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme content of study content: Key stage Asking simple questions

More information

Chapter 6 Reading Questions

Chapter 6 Reading Questions Chapter 6 Reading Questions 1. Fill in 5 key events in the re-establishment of the New England forest in the Opening Story: 1. Farmers begin leaving 2. 3. 4. 5. 6. 7. Broadleaf forest reestablished 2.

More information

Science Grade 4. Unit 1 Healthy Habitats

Science Grade 4. Unit 1 Healthy Habitats Science Grade 4 Unit 1 Healthy Habitats What is a habitat Habitat - The place where an animal or a plant normally lives or grows and that provides them with everything they need to survive. Habitat A habitat

More information

National Curriculum 2014 Science Coverage

National Curriculum 2014 Science Coverage National Curriculum 2014 Science Coverage Aims: The national curriculum for science aims to ensure that all pupils: FCCE Primary School - National Curriculum 2014 develop scientific knowledge and conceptual

More information

Year/Cycle Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Y1 Animals, inc humans

Year/Cycle Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Y1 Animals, inc humans Science - Whole School Coverage of the National Curriculum 2018-19 Year/Cycle Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Y1 Animals, inc Everyday Plants identify and name a animals including

More information

Evolution Questions Name: Date: Termite Percentage of Surviving Generation Termites After Spraying page 1

Evolution Questions Name: Date: Termite Percentage of Surviving Generation Termites After Spraying page 1 Name: ate: 1. Geologic activity on an island physically separates a population of animals into two populations. Many generations later, when the two populations are no longer separated, they do not interbreed.

More information

Biological Anthropology Sample Exam 2 MULTIPLE CHOICE

Biological Anthropology Sample Exam 2 MULTIPLE CHOICE Biological Anthropology Sample Exam 2 1 Name MULTIPLE CHOICE 1) Non-human primates are currently threatened by A) poaching for the live animal trade B) the bushmeat trade C) forest clearing D) all of these

More information

Organism Interactions in Ecosystems

Organism Interactions in Ecosystems Organism Interactions in Ecosystems Have you ever grown a plant or taken care of a pet? If so, you know they have certain needs such as water or warmth. Plants need sunlight to grow. Animals need food

More information

Group size, grooming and social cohesion in primates

Group size, grooming and social cohesion in primates 1 2 3 Group size, grooming and social cohesion in primates 4 5 6 7 8 J. LEHMANN, A.H. KORSTJENS, R.I.M. DUNBAR British Academy Centenary Research Project School of Biological Sciences University of Liverpool

More information

BIOLOGY Unit 2: Ecology Review Guide

BIOLOGY Unit 2: Ecology Review Guide BIOLOGY 621 - Unit 2: Ecology Review Guide Worksheets to look over: BLUE notes packets on: o "Unit Two: Ecology" o "Feeding Relationships" o "Succession & Growth" Do Now's on: o "Food Web & Food Chains"

More information

NCEA Level 3 Biology (90716) 2005 page 1 of 5. Q Achievement Achievement with Merit Achievement with Excellence

NCEA Level 3 Biology (90716) 2005 page 1 of 5. Q Achievement Achievement with Merit Achievement with Excellence NCEA Level 3 Biology (90716) 2005 page 1 of 5 Assessment Schedule 2005 Biology: Describe animal behaviour and plant responses (90716) Evidence Statement 1(a) Describes TWO methods of navigation. (orientation

More information

AP Environmental Science I. Unit 1-2: Biodiversity & Evolution

AP Environmental Science I. Unit 1-2: Biodiversity & Evolution NOTE/STUDY GUIDE: Unit 1-2, Biodiversity & Evolution AP Environmental Science I, Mr. Doc Miller, M.Ed. North Central High School Name: ID#: NORTH CENTRAL HIGH SCHOOL NOTE & STUDY GUIDE AP Environmental

More information

Assessment Schedule 2013 Biology: Demonstrate understanding of the responses of plants and animals to their external environment (91603)

Assessment Schedule 2013 Biology: Demonstrate understanding of the responses of plants and animals to their external environment (91603) NCEA Level 3 Biology (91603) 2013 page 1 of 6 Assessment Schedule 2013 Biology: Demonstrate understanding of the responses of plants and animals to their external environment (91603) Assessment Criteria

More information

Principles of Ecology

Principles of Ecology Principles of Ecology Ecology is the scientific study of interactions between 1. organisms and other organisms 2. organisms and their environment. Biotic vs. Abiotic Factors Biotic Factors: All of the

More information

2011 Iredell Statesville Schools 4 th Grade Science Q1 Q2 Q3 Q4. Forces and Motion

2011 Iredell Statesville Schools 4 th Grade Science Q1 Q2 Q3 Q4. Forces and Motion Essential Standard: 4.P.1 Explain how various forces affect the motion of an object. Forces and Motion Q1 Q2 Q3 Q4 Clarifying Objectives: 4.P.1.1 Explain how magnets interact with all things made of iron

More information

Lesson Overview 4.2 Niches and Community Interactions

Lesson Overview 4.2 Niches and Community Interactions THINK ABOUT IT If you ask someone where an organism lives, that person might answer on a coral reef or in the desert. Lesson Overview 4.2 Niches and Community Interactions These answers give the environment

More information

How does the greenhouse effect maintain the biosphere s temperature range? What are Earth s three main climate zones?

How does the greenhouse effect maintain the biosphere s temperature range? What are Earth s three main climate zones? Section 4 1 The Role of Climate (pages 87 89) Key Concepts How does the greenhouse effect maintain the biosphere s temperature range? What are Earth s three main climate zones? What Is Climate? (page 87)

More information

The Emperor and the Peasant Boy: Part 1

The Emperor and the Peasant Boy: Part 1 The Emperor and the Peasant Boy: Part 1 By Rosa Martinez Early one morning, a lone traveler walked down a dusty road. He traveled through a region of what is now Mexico. It was in the days of the Aztec

More information

REVISION: POPULATION ECOLOGY 18 SEPTEMBER 2013

REVISION: POPULATION ECOLOGY 18 SEPTEMBER 2013 REVISION: POPULATION ECOLOGY 18 SEPTEMBER 2013 Lesson Description In this lesson we: Revise population ecology by working through some exam questions. Key Concepts Definition of Population A population

More information

Chapter 6 Population and Community Ecology. Thursday, October 19, 17

Chapter 6 Population and Community Ecology. Thursday, October 19, 17 Chapter 6 Population and Community Ecology Module 18 The Abundance and Distribution of After reading this module you should be able to explain how nature exists at several levels of complexity. discuss

More information

Population Questions. 1. Which of the following conditions is most likely to lead to an increase in a field mouse population?

Population Questions. 1. Which of the following conditions is most likely to lead to an increase in a field mouse population? Biology II Ms. Chen Name: Date: Population Questions 1. Which of the following conditions is most likely to lead to an increase in a field mouse population? A. the arrival of another herbivorous mammal

More information

2. What is artificial selection? A. the process by which humans breed organisms for certain characteristics

2. What is artificial selection? A. the process by which humans breed organisms for certain characteristics Unit 7 Fossils 1. One day while hiking, Maria found a rock in the wall of a canyon. In the rock, she noticed an impression of a leaf. Which answer best describes what Maria has found? A. DNA B. fossil

More information

4 Questions relating to Behavior

4 Questions relating to Behavior Chapter 51: Animal Behavior 1. Stimulus & Response 2. Learned Behavior 3. Connecting Behavior to Survival & Reproduction 4 Questions relating to Behavior The Dutch behavioral scientist Niko Tinbergen proposed

More information

Introduction to Playground Circuits

Introduction to Playground Circuits Introduction to Playground Circuits These playground circuits are designed to help kids get active while still making sure that they are having fun. These circuits will encourage kids to engage in physical

More information

Laws of Nature Post-Field Trip Lesson Plan

Laws of Nature Post-Field Trip Lesson Plan Overview Research has shown that field trips are more educationally beneficial for students if students have the opportunity to review and reflect upon what was learned during the field trip (Flexer &

More information

PENGUIN READERS. Five Famous Fairy Tales

PENGUIN READERS. Five Famous Fairy Tales PENGUIN READERS Five Famous Fairy Tales Introduction Jacob and Wilhelm Grimm the Brothers Grimm were good friends. Jacob was a quiet man and sometimes sad. Wilhelm was often very ill but he was a happier

More information

Back to the Pleistocene: The Ice Age Graveyards Exhibit at the Indiana State Museum

Back to the Pleistocene: The Ice Age Graveyards Exhibit at the Indiana State Museum From The Rostrum, Volume 27, Number 1, January, 2018: Back to the Pleistocene: The Ice Age Graveyards Exhibit at the Indiana State Museum Michael Hutchins On Saturday, September 14 th, 2017, I took off

More information

NATS 104 LIFE ON EARTH SPRING, 2002 SECOND 100-pt EXAM.

NATS 104 LIFE ON EARTH SPRING, 2002 SECOND 100-pt EXAM. NATS 104 LIFE ON EARTH SPRING, 2002 SECOND 100-pt EXAM. Section: Name: USE THE BUBBLE SHEET TO ANSWER THE FOLLOWING QUESTIONS. ENTER YOUR NAME ON THE BUBBLE FORM AND FILL THE CIRCLES. (be sure to mark

More information

water cycle evaporation condensation the process where water vapor the cycle in which Earth's water moves through the environment

water cycle evaporation condensation the process where water vapor the cycle in which Earth's water moves through the environment cycle a series of events that happen over and over water cycle evaporation the cycle in which Earth's water moves through the environment process when the heat of the sun changes water on Earth s surface

More information