![]() ![]() Throughout the activity, students learn concepts such as fitness, natural selection, mutation, and phenotype. ![]() Divide students into pairs, and provide each pair with a sheet of white paper. MAKING OF THE FITTEST: ROCK POCKET MOUSE. How might we investigate rock pocket mice to help answer this question. Students then watch the HHMI Video on pocket mice and answer discussion questions. View Rock Pocket Mice KEY Answer Sheet (1).docx from BIOL BIOL-350 at University of North Georgia, Dahlonega. Students also graph the color differences at each location to show how the dark variation increased over time in response to an environmental change. If your class covers Hardy-Weinberg equilibrium, you may wish to use another related activity, Allele and Phenotype Frequencies in Rock Pocket Mouse. (Cards can be printed and laminated for multiple uses.) Students collect data on the number of mice phenotypes in each location and develop a hypothesis about the order of the cards. They might comment on the fact that the number of light-colored mice has decreased over time while the number of dark-colored mice has increased. Any reasonable explanation is acceptable. Students look at cards showing light and dark mice on different substrates. Explain how you decided which illustration represents the most recent rock pocket mouse population and why you positioned the others in the sequence as you did. The mutation produced light colored mice who were better able to survive and reproduce in basalt environments. It has been simplified from the original activity so that it is suitable for beginner biology students. rock, opening, first helicopter (underlined), helix (circled) ground. of which I had the key in my pocket for he had already informed me how the. This worksheet was modified from the HHMI Activity on color variation in the rock pocket mouse. I apprehended it to be a rock, and found myself tossed more than ever.
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