Biology is designed for multi-semester biology courses for science majors. It is grounded on an evolutionary basis and includes exciting features that highlight careers in the biological sciences and everyday applications of the concepts at hand. To meet the needs of today’s instructors and students, some content has been strategically condensed while maintaining the overall scope and coverage of traditional texts for this course. Instructors can customize the book, adapting it to the approach that works best in their classroom. Biology also includes an innovative art program that incorporates critical thinking and clicker questions to help students understand—and apply—key concepts.

By the end of this section, you will be able to:Discuss the challenges to plant life on landDescribe the adaptations that allowed plants to colonize the landDescribe the timeline of plant evolution and the impact of land plants on other living things

As a part of the Ocean Drilling Program (ODP) website, this page provides a list of palynological references related to the Cretaceous Period. These references cover an array of topics including Early Cretaceous gymnosperm pollen, implications of palynofacies on petroleum potential, lignite microfossils, Cretaceous megaspore pollen, microspore pollen and depositional environments.

Director of the Maryland Archaeological Conservation Laboratory (MAC Lab), Dr. Patricia Samford, presents and demonstrates an activity for students to learn about archaeobotany, or the study of botanical finds in archaeological contexts. Using tweezers and magnifying glasses, students search for seeds mixed in sand or gravel, and use a type collection to identify their finds. What do the finds say about the archaeological environment and uses of plants at a site? Search OER Commons for "Search for Seeds - Resources" for related seed id cards and a type collection for the activity. Use to support Maryland/NGSS for Grades K and 2, or Maryland Social Studies Framework for Grade 1. For K-ESS2-2, have students perform the activity then discuss what the seeds tell them about people who would have used the plants and seeds or write a short vignette about the people at this site using the seeds and their uses as evidence. For Grade 1 Content Topic "Life in the Past," have students perform the activity and similar discussion, then compare those plants and their uses to their uses today or plants that have replaced them. For 2-LS2-1, have students perform the activity along with the planting extension. Students can plant multiples of each type of seed and try growing them in conditions with different light; students can also note how much water they give the seeds. Once sprouted, have students record and discuss their findings as to which did better with more/less sunlight/water. If you evaluate or use this resource, please respond to this short (4 question) survey at bit.ly/3Ep57BP