Course title

Pre-requisite

Course description

Course Syllabus
Course Description:
The Biology course is an in depth look at the fundamental characteristics of living organisms. It is designed to promote scientific inquiry and discovery. The students will be introduced to the structure; function; diversity; and evolution of living matter. This is a course with real relevance. It encourages curiosity and provides opportunity for students to work on hands on lab activities and develop relationships through collaboratively learning. Engaging in the study of biological science broadens the picture of the world around us.
Prerequisites: None
Estimated Completion Time: 2 segments / 32-36 weeks

Major Topics and Concepts:
Segment 1:

* Nature of Science and Biology
* Scientific and Experimental Method
* Measurement
* SI System and Metric Measurement
* Reading Graphs; Diagrams; and Data Analysis and Reporting
* Ecology and Environmental Principles
* Environmental Organization and Organism Relationships
* Cycles in nature
* Greenhouse Effect
* Population and Community Dynamics
* Influence of Man on the Environment
* Introduction to and History of microscope
* Discovery of cells
* Cell Theory
* Prokaryote and Eukaryote cells
* Comparison of plant and animal cells
* Structure of cell membrane
* Cellular Processes
* Cancer
* History of Genetics
* Principles of Genetics and Heredity
* Cell Division and Meiosis (honors)
* Relate asexual reproduction to mitosis; Cell Cycle
* Discovery of DNA and its role in genetics and heredity
* Transcription/Translation (Honors)
* Mutations
* Social Issues in Biology

Segment 2:

* What are fossils
* Uses of fossils
* Make a fossil
* Microevolution and macroevolution
* Taxonomy
* Need for organization
* Scientific naming
* Viruses are not considered living
* Classification of viruses
* How; when and why we use immunizations
* Introduction to the kingdoms of life
* Taxonomy of bacteria
* Reproduction in bacteria
* Helpful and harmful bacteria
* Viruses vs. bacteria
* Taxonomy of protists
* General characteristics of protists
* Helpful and harmful protists
* Taxonomy of Fungi
* General characteristics of fungi
* Helpful and harmful fungi
* Taxonomy of plants
* Vascular tissue of plants
* Adaptations of plants
* Structure and function in plants
* Importance of plants
* Plant reproduction; pollination
* Fruits; seeds; seed dispersal
* Photosynthesis and cellular respiration
* Plants tropisms
* Taxonomy of animals
* Characteristics of invertebrates
* Characteristics and adaptations of fish
* Characteristics and adaptations of amphibians
* Characteristics and adaptations of reptiles
* Characteristics and adaptations of birds
* Characteristics and adaptations of mammals

Course Assessment and Participation Requirements:

Besides engaging students in challenging curriculum; the course guides students to reflect on their learning and evaluate their progress through a variety of assessments. Assessments can be in the form of self-checks; practice lessons; multiple choice questions; writing assignments; projects; essays; labs; oral assessments; and discussions. Instructors evaluate progress and provide interventions through the variety of assessments built into a course; as well as through contact with the student in other venues.
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Materials
Your online school will provide the following materials:
School Supplied Resources:
1. SASÆ Curriculum PathwaysÆ
In your lesson you will find an introduction to the SASÆ Curriculum PathwaysÆ lesson and a link.
When you get to the log in page:
o Please check with your instructor for your school's access information for this resource.
o Then you will need to use the quick launch number provided in the lesson to access the SASÆ Curriculum PathwaysÆ activity.
2. Discovery Education
o No Password required. You should gain access directly to the video clip.
o Contact your instructor if you have difficulty
Students are expected to supply:
? Microsoft Internet Explorer is the suggested browser for best visualization and functionality; other browsers will do also.
? word processor
? Paint/Drawing Program
? PowerPoint or another presentation program would be useful; but it is not required.
? reliable computer and Internet access
? plenty of paper and ink cartridges for computer printing
? Storage devices such as floppy or zip disks for saving your work.
NOTE: It is not recommended to save on your computer hard drive because computers can crash and work can be lost.
? 2-3 inch; 3-ring binder. Try to get the kind with a clear covering so you can insert a title page
? Subject separators or tabs to divide your notebook into 8 sections (one for each module).
Lab Materials
To avoid delays working through a module you should acquire these materials prior to entering each module.
Module 1
1.05 Scientific Method Lab Activity
Materials:
? 5 different foods from your fridge or pantry. (Pick a variety?.vegetables; fruits; etc) Foods need to be the same size and they need to be room temperature (let them sit out for several hours so that they warm up).
? Clear cup or glass
? Bottle of hydrogen peroxide (from local store)
? Paper and pen
? Watch with second hand (optional)
Module 2
2.04 Nature?s Way: Recycling
? A clear glass
Module 3
3.05 Cell Transportation Lab
? raw egg
? string or thread or yarn
? ruler
? white vinegar
? tap water
? jar with a lid (like a mayonnaise jar -- something big enough to put the egg in.)
Optional: Karo or pancake syrup
Module 4
4.05 Build a Teen
? two coins
4.06 ? Honors Lab
Students! Please go to this lab to determine materials needed. There are suggestions on many of the supplies.
Module 5
5.01 Fossils
? small package of Plaster of Paris
o (you can find this in the arts section of department stores; like Wal-Mart and Target; or at any craft store.)
Module 6
6.08 Growing a Fungus: Yeast
? A teaspoon measure
? A permanent marker
? Active dry yeast (used in baking bread?do not use quick-rising varieties.)
? 2 empty & clean (14-20 oz.) soda bottles
? 1 (14-20 oz.) Coke- open and allow to go flat overnight
? 1 (14-20 oz.) Fruit Juice- uncarbonated (make sure all your bottles are the same oz.)
? Water
? Sugar
? 4 identical round; thin latex balloons?"water balloons" are slow to expand. Non-MylarÆ "helium-quality" balloons give good results. But; water balloons will work.
? String or yarn
? Ruler
Module 7
7.03 Reproduction of Plants
? large flowers (ex. A lily is a great flower for this activity. Azaleas and hibiscus work well too.)
? cutting board
? scalpel; single-edged razor blades; or small sharp kitchen knife
? magnifying glass
? a camera (may be used in 7.04 too)
Module 8
None

The cell interactive elements were developed by TERC; Inc.; 2067 Massachusetts Avenue; Cambridge; Massachusetts 02140; as part of the Science for Today and Tomorrow (SfTT) project (funded in part by the National Science Foundation; Grant ESI-0101791). All opinions; findings; conclusions; and recommendations expressed herein are those of the authors and do not necessarily reflect the views of the funders.
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1.05 When in Rome: Science as a Process
Time to Reflect
Great job! You have completed an activity that was pretty short and not too complicated. You have retraced your steps to places you have probably been before and you have also been reminded of how we go about the business of solving problems and answering questions.

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Putting It Into Practice
Now it is time to put your knowledge of the Scientific Method to use.
Have you ever had a scrape; from a fall; and someone put hydrogen peroxide on it? It fizzes up right? Did you ever wonder why? The reason is that there are enzymes in your skin that react with the hydrogen peroxide and break it down into water and oxygen gas (the bubbles). Hydrogen peroxide also reacts with light. That is why it is stored in a brown bottle. But; your skin does it much faster. The fizz helps to clean out the dirt and germs from your scrape. (Note: It is not a good idea to put hydrogen peroxide on a deep cut!)
Learn more about enzymes.
With this information in hand; here is your chance to be the lab scientist.
Background Information:
Other organisms; like plants; have enzymes in them that will also breakdown hydrogen peroxide. Your task is to test some typical foods in your fridge to see which ones have the enzymes to break down the hydrogen peroxide into water and hydrogen gas. If the food has the enzyme you will see the fizz.
Remember this important idea in any good lab:
All the parts of the lab need to be identical except the one thing you are testing. In this activity the variety; the variables; will be the different types of food; all the other factors must be the same. That means you must keep the size; or amount; of the food pieces; the temperature of the foods; and the amount of hydrogen peroxide the same.
Here is the plan:
Below is a copy of the lab report for this lesson. Save this lab report into a file on your computer. You will need to fill in the areas in red. Get ready! You are about to do some real science.
(You will submit this lab report for assessment 1.05)
1. Open; save (as an .rtf); and print the Lab Form. (Help Saving Files) You will see this format in other labs along the way.
2. Complete the activity as directed on the Lab Form.
3. You will submit your lab form as the assessment for this activity.
4. When you complete this lab; come back to this page.
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Tour Debrief
To complete this lesson make sure you have:
? an understanding of science as a process and a copy of the Scientific Method information sheet in your notebook
? viewed the video clips on the Scientific Method and the controlled experiment and have notes on both video clips in your notebook
? checked your understanding of the Scientific Method and the experimental method by completing the self checks
? completed the lab activity and are ready to submit your Lab Form
1.05 When in Rome: Science as a Process
50 points
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What to Submit:
Go to the assessment area and submit your Lab Form as an attachment to assessment 1.05 When in Rome: Science as a Process.

Regular Credit students move on to the next activity.
Attention Honors students!
There is an extension for you to complete on this lesson. You will find the lesson on the fourth tab; "Honors." Move on to that part of the lesson.

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2.04 Nature's Way: Recycling
Time to Reflect
Thank goodness the Earth recycles or we would be in a terrible mess. Okay let's see if we can recycle most of that information we learned and use it on the following jeopardy game.
Let's review what we just learned.

? Carbon; hydrogen; oxygen; and nitrogen make up 96 percent of the all living things.
? The earth does not create new sources of these elements and nature cycles them.
? Eating and drinking are ways humans can get these important elements.
? Humans can help reduce some of the harmful effects of burning fossil fuels by recycling.
Try these simple self-checks to see if you have mastered the concepts covered in this activity.
Water and Carbon Cycle Crossword
Text-only version
Human Impact Matching Activity
Text-only version

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Tour Debrief
To complete this activity make sure that you have:
? added the new terms and their meanings to your Module 2 glossary page.
? reviewed and studied the interactivities on the water cycle and carbon cycle.
? added notes to your Travel Log on these two cycles.
? have a good understanding of the concepts of cycles in nature and how they are important to life on this plane.
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Ready to report?
The folks at BV Unlimited Research and Development are anxious to hear how it is going! Wait; was that thunder? Uh oh! It's going to storm! The weather up here in the mountains can change rapidly. Let's take shelter in the cabin up ahead. While we're waiting the storm out...
Here's what you need to do:
1. Choose one of the following options:
a. Open the ?Water Cycle? workfile and complete the graphic organizer to demonstrate your understanding of the main parts of the water cycle. Be sure to include pictures and cite the websites you used to obtain your information and pictures. Have a look at a sample assessment and the rubric to guide your work for this assignment.
b. Pretend you are an atom of carbon. Write a paragraph describing your travels. Make sure your paragraph includes a complete loop through the carbon cycle. Take a look at the rubric to guide your work for this assignment.
c. Write a newspaper article describing some of the causes of the greenhouse effect. Include some suggestions on how humans can help slow this process down. Take a look at the rubric to guide your work for this assignment.
d. Write a newspaper article on the importance of water to living things. Include some suggestions on how humans can conserve water on a daily basis. Take a look at the rubric to guide your work for this assignment.
2. Save your work as an .rtf file and submit it as the assessment for this lesson.
Help with Writing Paragraphs

2.04 Nature's Way: Recycling
20 points
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To complete this activity:
1. Go to the assessment area.
2. Submit your writing as an attachment in the 2.04 Nature's Way: Recycling assessment.
Regular Credit students move on to the next activity.
Attention Honors students!
There is an extension for you to complete on this lesson. You will find the lesson on the fourth tab - "Honors." Move on to that part of the lesson.
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3.05 Cell Transportation Lab
Eggs are a great example of a cell. Underneath the hard shell is a thin membrane that is just like the cell membranes in your cells. There are microscopic pores in the membrane that allow substances to move in and out of the cell. Way Cool!
Recall that the function of the cell membrane is to control the internal balance of the cell. It helps to maintain homeostasis. In this lab you will use vinegar; an acid; to dissolve the shell off of the egg to expose the membrane. When you place the egg in water; you will be able to observe osmosis in action over the next few days. Remember to handle the egg with a lot of care and don't forget to wash your hands each time you touch the egg.
Keep Moving! This lab activity takes 3 days to complete. Once you have this lab set up; go to the next assignment.
Here is the plan.
Below is a link to the lab report for this lesson. Save this lab report into a file on your computer. You will need to fill in the areas in Red. Get ready for some real science! (You will submit this lab report for your 3.05 assessment.)
Cell Transportation Lab Report
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4.05 Activity Center: Build a Teen Workshop
This project will need some Team Work:
? Find a classmate to work with. You will need to go to the discussion area and post a request for a partner in the "4.05 Need a Partner?" discussion. You can respond to another student or post a request for a partner.
Important! Let your instructor know if you need assistance.
? Once you find a partner; you can do this activity in a variety of ways:
o together at the same location;
o over the phone;
o or by using the discussion/chat area of the course to share your information.
? You will determine the genotype and phenotype for a variety of face and head characteristics by flipping a coin and filling in a data chart.
? Then you will draw a picture of your new teenager using the characteristics from your data chart.
? Each student will go to the assessment area in the course and turn in a copy of the data chart and the picture of the newly created teen. Each student must turn in both parts for the grade.
Materials
? A coin
? The documents listed below (open; save; and print a copy of each)
o Create a Teen Data Chart
o Create a Teen Genotype and Phenotype Information
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Background Information: Boy or a Girl?
First you will be determining the sex of your new teen.
Recall that humans have 46 chromosomes; 23 they got from their mother and 23 from their father. Two of the 46 chromosomes are used to determine the sex of a child (one from each parent).
For the sex pair of chromosomes we say a female has 2X chromosomes and a male has 1X and 1Y chromosome. The reason for this is quite simple. If you look at a picture of the sex pair of chromosomes from a real person; the female's last pair look like X's and one of the male's looks as if it is missing a leg...so it looks like a Y.
Female's X chromosomes .
Male's X chromosome and a Y chromosome .
A Full - Normal Karyotype
As a result females can contribute only an X chromosome; but; the male can contribute either an X or a Y chromosome. So; the male's X or Y chromosome actually determines the sex of the offspring.
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Before You get Started
Take a few minutes to watch this presentation.
? It will walk you through this activity.
? Watching it and paying attention to directions here might possibly save you some confusion as you and your partner work to complete the activity
How To Build A Teen Presentation
Now You Should Be Ready!
Let's get started on building your teen!
You'll need to understand this information to determine whether your teen will be a boy or a girl. And don't forget to give him or her a name. Do that now!
Open and print the Build a Teen Procedure. Follow these procedures to build your teen. Make sure you and your partner are ready and have fun!
Time to be creative! Now; take your traits from your chart and draw the face of your new teen. This can be done in a program like paint or Microsoft Publisher or Word or you can do it on paper and scan it into your computer. These are just some suggestions.
What did your new teen look like?
When you have completed the Build a Teen activity; move on to the Travel Log tab.
Time to Reflect
The human population is very large. There are a variety of genetic traits and as the population reproduces; the traits combine to form new traits. Just look around at different living things and note how they are all different. No oak tree is exactly like another. A dog can have a litter of puppies and they all look different. Living things that exchange and combine genes by sexual reproduction are going to create a world with a lot of variety.

? Sexual reproduction is the combination of genes from two parents.
? Living things that reproduce using meiosis and sexual reproduction can create a new variety of traits.
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Tour Debrief
To complete this activity make sure that you have:
? completed the data chart and picture of your teen

4.05 Build a Teen
75 points
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To complete this activity; go to the assessment area and submit the data chart and picture of your teen in assessment 4.05 Build a Teen.
Data chart ....50 points

Picture of teen...25 points
(Your picture should correctly display the traits noted in your data chart.)
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4.06 Genetic Park: Honors DNA Lab
The Honors student will:
? apply basic DNA extraction procedures to view DNA
? analyze the purpose of materials used in DNA extraction procedures
? have an opportunity to do an Above and Beyond experiment in which you design further investigation of the DNA extraction procedure and report the outcome
________________________________________
Here is your chance to join our laboratory team at Genetic Park. We need some DNA for some experiments and we would love your help. In this activity you'll put your skills to the test and have some fun doing it.
So jump right in and get started.
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DNA Extraction from Wheat Germ
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Here We Go...
This method yields large quantities of DNA that can be easily collected.
Here's what you'll need for each DNA extraction:
Materials Needed:
? Raw wheat germ - 1 gram or 1 teaspoon.
Wheat germ can be purchased at grocery stores (usually near the flour/baking area or breakfast foods) or you can get it at a health food store; toasted wheat germ does not work.
? Liquid detergent - 1 ml or a scant 1/4 teaspoon.
(Note: you can use a medicine syringe from the pharmacy to measure ml.)
The following liquid soap products have been tested and found to work well for this DNA extraction lab: Lemon Fresh Joy; Woolite; Ivory; Shaper; Arm & Hammer; Herbal Essence shower gel by Clairol; Tide; Dish Drops; Kool Wash; Cheer; Sunlight Dish Soap; Dawn; Delicate; All; and Ultra Dawn.
The following liquid products do not work well: Life Tree; Shout; Shaklee; Sunlight Dishwasher; and LOC. Powdered detergents also do not produce good results with this protocol.
? Alcohol - 14 ml or 1 tablespoon 70% isopropyl alcohol.
Rubbing alcohol is the least expensive since it can be purchased at a grocery store or pharmacy. However; it contains a higher percentage of water; making it slightly more difficult to precipitate the DNA. A precipitate is a solid that forms from a solution.
? 50-60∞ Celsius tap water - 20 ml or 1 tablespoon.
Do not use water hotter than 50-60∞ C or 122 F-140 F. Water boils at 100 C or 210 F. Water should NOT be boiling. The temperature of the water can make or break the experiment. It is VERY important to be in the range. The water will cool during the extraction procedure; but this does not matter. Test your tap water. It may be hot enough right from the tap. (My tap water was just about hot enough. I put my hot tap water in the microwave for 10-15 seconds.) If you do not have a thermometer; just try the hot water from your faucet.
? 50 ml test tube or baby food jar.
Pick up some apple sauce to snack on before the lab...Just remember to wash it!
? Measuring spoons; medicine syringe; or other measuring devices.
? Wooden applicator stick;
Glass stirring rod/hook; paper clip hook; or shish kebob skewer for stirring and collecting the mixture.
? Eyedropper
Eyedropper with a bulb on the end or pieces of paper towel - may be needed to remove foam
? Paper towels or filter paper (coffee filters will work) - for drying DNA
? Kitchen scale (optional)
This can tell you how much DNA you have and can be used to compare different techniques.
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Instructions
1. Place 1 gram or 1 teaspoon of raw wheat germ in a 50 ml test tube; beaker; or jar.
2. Add 20 ml or 1 tablespoon of hot (50-60∞ C or 122 F-140 F) tap water and mix constantly for 3 minutes.
3. Add 1 ml or a scant 1/4 teaspoon of detergent and mix gently for 5 minutes. Try not to create foam.
4. Use an eyedropper or piece of paper towel to remove any foam from the top of the solution. (Hint: Use Ω piece of paper towel and fold it a few times to make a stiff rectangle shape. This will give you more control and work better)
5. Tilt the test tube or jar at an angle. SLOWLY pour 14 ml or 1 tablespoon of alcohol down the side so that it forms a layer on top of the water/wheat germ/detergent solution. (Hint: Make sure when you add the alcohol it touches the side of the jar and NOT the mixture.) Do not mix the two layers together. DNA precipitates at the water-alcohol interface (the boundary between the water and the alcohol). Therefore; it is crucial to pour the alcohol very slowly so that it forms a layer on top of the water solution. If the alcohol mixes with the water; it will become too dilute and the DNA will not precipitate.
6. Let the test tube or jar sit for a few minutes. White; stringy; filmy stuff will begin to appear where the water and alcohol meet. THAT IS DNA! You will usually see DNA precipitating from the solution at the water-alcohol interface as soon as you pour in the alcohol. If you let the preparation sit for 15 minutes or so; the DNA will float to the top of the alcohol.
You can usually get more DNA to precipitate from the solution by using one of the DNA-collecting tools (such as a glass or paper clip hook) to gently lift the water solution up into the alcohol. This allows more DNA to come in contact with the alcohol and precipitate. You may find it helpful to pour the water/detergent solution into a clean test tube; leaving behind the wheat germ; before adding the alcohol.
7. Use a glass or paper clip hook or a wooden stick to collect the DNA.
It looks something like this:

Click here for a printable version of the information above.
4.06 Honors Genetic Park: DNA Lab
25 points
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To complete this activity; go to the assessment area and complete the assessment 4.06 Honors Genetic Park: DNA Lab.
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Make a Fossil Mini Lab
Paleontologists; geologists; biologists; and others use the fossil record to learn about the past history of the Earth. Using this knowledge; we have gained an understanding of geologic processes that continue today; biodiversity past and present; species extinction; past and present climates; oceans; and atmospheres among others.
In this activity you will compare a fossil mold and cast.
Material:
? Plaster of Paris
? Water
? Aluminum foil
? Medium size shell (at least 3 inches)
Note: if you don't have a shell; use another similar object. Check with your instructor if you are not sure what to use.
Procedure:
Part I: The Mold
1. Make a "bowl" out of a sheet of aluminum foil; about 2-3 inches deep and 8 inches across.
2. Mix Plaster of Paris and fill the bowl about 1/2 of the way full.
3. Grease a shell with some lubricant like cooking spray; oil; or shortening.
4. Press the sea shell or another small object into the plaster of Paris.
5. Wait 20-30 minutes and then carefully remove the object and foil; and you have a fossil!
Part II: The Cast
Note: Before doing this second part you want to make sure that your mold is completely dry.
6. Enclose your mold with a foil bowl again. This time make the edge of the bowl go well above the mold so that you can pour another layer of Plaster of Paris.
7. Now grease the "fossil" mold you just made with the lubricant.
8. Pour another layer of Plaster of Paris.
9. Wait 20-30 minutes and remove the aluminum foil.
10. Separate the two layers. Now you have a cast of your fossil.

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Analysis:
1. In this activity you used a sea shell. What other types of organic (parts of living things) objects would be good to use in the activity? Name at least two.
2. Compare the mold and cast.
3. Now that you have done a comparison of your cast and mold; does the mold or cast give you more information about the shell? Explain.
4. Extra Credit: (3 points) Attach a picture of your fossils.
Time to Reflect
Looking into the history of living things can be a puzzle. We don't have records of the past like we have of events today. Paleontologists look at fossils to help learn about ancient life. Fossils come in different forms and can be studied to look at organisms of the past. Fossils can show us the biodiversity of the past and present; species extinction; and past climates.

? Paleontology is the study of fossils.
? Fossils are evidence of organisms in the past.
? Paleontologists use the clues given to them in fossils to piece together the story of the lives of the organisms they study.
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Tour Debrief
You have completed this activity if you have:
? added the new terms and their meanings to your Module 5 Glossary Sheet
? viewed and know the different types of fossils and how they form
? completed the mini lab and answered the analysis questions

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Date submitted

Approved

Approved competency code

• LBIO
• Biology

Approved date

Online / Virtual