<?xml version="1.0" encoding="UTF-8"?>
<tem xmlns="http://www.teachengineering.org/tem/elements/1.0/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.teachengineering.org/tem/elements/1.0/ http://www.teachengineering.org/schemas/tem.xsd"><identifier>http://www.teachengineering.org/view_lesson.php?url=collection/duk_/lessons/duk_evolution_mary_less/duk_evolution_mary_less.xml</identifier><docType>lesson</docType><format>text/xml</format><language/><title>Mice Rule! (Or Not)</title><creator>Engineering K-Ph.D. Program, </creator><keywords><keyword>genetics</keyword><keyword>biodiversity</keyword><keyword>adaptation</keyword><keyword>natural selection</keyword><keyword>evolution</keyword><keyword>dominant gene</keyword><keyword>recessive gene</keyword><keyword>biomes</keyword></keywords><vocabulary><word>Adaptation</word></vocabulary><summary>Students explore the relationships between genetics, biodiversity, and evolution through a simple activity involving hypothetical wild mouse populations.  First, students toss coins to determine what traits a set of mouse parents possesses, such as fur color, body size, heat tolerance, and running speed.  Next they use coin tossing to determine the traits a mouse pup born to these parents possesses.  These physical features are then compared to features that would be most adaptive in several different environmental conditions.  Finally, students consider what would happen to the mouse offspring if those environmental conditions were to change: which mice would be most likely to survive and produce the next generation? </summary><engrConnection>
		
			
				Probability and statistics are just a few of the tools used in engineering.  This lesson explores concepts studied by genetic scientists as well as biomedical and environmental engineers.
			
		
	</engrConnection><learningObjectives><learningObjective>Students will be able to explain what is meant by “biodiversity.”  </learningObjective><learningObjective>Students will be able to explain how adaptive features are maintained in a population of organisms.  </learningObjective></learningObjectives><timeRequired unit="minutes">30</timeRequired><publisher>TeachEngineering.org</publisher><contributors><contributor>Mary R. Hebrank (Project and Lesson/Activity Consultant), Pratt School of Engineering, Duke University</contributor></contributors><references><reference>Ricklefs, Robert E., 1979.  Ecology, 2nd Edition, Chiron Press</reference></references><eduStandards><eduStandard><id>S10284AD</id><locale>North_Carolina</locale><type>Science</type><description>7.06  Investigate processes which, operating over long periods of time, have resulted in the diversity of plant and animal life present today:&lt;br /&gt;&amp;#8226; Natural selection.</description><lowgrade>6</lowgrade><highgrade>6</highgrade></eduStandard><eduStandard><id>S1028510</id><locale>North_Carolina</locale><type>Science</type><description>5.01  Explain the significance of genes to inherited characteristics:&lt;br /&gt;&amp;#8226; Genes are the units of information.</description><lowgrade>7</lowgrade><highgrade>7</highgrade></eduStandard><eduStandard><id>S1028513</id><locale>North_Carolina</locale><type>Science</type><description>5.02  Explain the significance of reproduction:   Sorting and recombination of parents' genetic material. </description><lowgrade>7</lowgrade><highgrade>7</highgrade></eduStandard><eduStandard><id>S1028517</id><locale>North_Carolina</locale><type>Science</type><description>5.04  Analyze the role of probability in the study of heredity:&lt;br /&gt;&amp;#8226; Role of each parent in transfer of genetic traits.</description><lowgrade>7</lowgrade><highgrade>7</highgrade></eduStandard></eduStandards><geoCoverage>United States</geoCoverage><rights>Copyright 2012 - Engineering K-Ph.D. Program, Pratt School of Engineering, Duke University</rights><rights>http://www.teachengineering.org/policy_ipp.php</rights><isPartOf>http://www.teachengineering.org/</isPartOf><created type="W3CDTF">2008-09-26</created><gradeLevel lowerbound="7" upperbound="9">8</gradeLevel><audience>Teacher</audience></tem>

