Adventures in Science |
1. An experiment is a “fair test” to compare possible explanations. Draw a picture of a fair test that shows what you need to do to test a fertilizer’s effects on plant growth.
2. Visit a museum, a college, a laboratory, an observatory, a zoo, an aquarium, or other facility that employs scientists. Prepare three questions ahead of time, and talk to a scientist about his or her work.
3. Complete any four of the following:
A. Carry out the experiment you designed for requirement 1.
B. If you completed 3A, carry out the experiment again, but change the independent variable. Report what you learned about how changing the variable affected plant growth.
C. Build a model solar system. Chart the distances between the planets so that the model is to scale. Use what you learned from this requirement to explain the value of making a model in science.
D. With adult supervision, build and launch a model rocket. Use the rocket to design a fair test to answer a question about force or motion.
E. Create two circuits of three light bulbs and a battery. Construct one as a series circuit and the other as a parallel circuit. F. Study the night sky. Sketch the appearance of the North Star (Polaris) and the Big Dipper (part of the Ursa Major constellation) over at least six hours (which may be spread over several nights). Describe what you observed, and explain the meaning of your observations.
G. With adult assistance, explore safe chemical reactions with household materials. Using two substances, observe what happens when the amounts of the reactants are increased.
H. Explore properties of motion on a playground. How does the weight of a person affect how fast they slide down a slide or how fast a swing moves? Design a fair test to answer one of those questions.
I. Read a biography of a scientist. Tell your den leader or the other members of your den what the scientist is famous for and why his or her work is important. |
Science |
112.15.7A |
Earth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to: examine properties of soils, including color and texture, capacity to retain water, and ability to support the growth of plants; |
STEM |
Science |
112.15.7D |
Force, motion, and energy. The student knows that energy exists in many forms and can be observed in cycles, patterns, and systems. The student is expected to design a descriptive investigation to explore the effect of force on an object such as a push or a pull, gravity, friction, or magnetism. |
STEM |
Science |
112.15.8A |
Earth and space. The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system. |
STEM |
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R |
Webelos Walkabout* |
1. Plan a hike or outdoor activity.
2. Assemble a first-aid kit suitable for your hike or activity.
3. Recite the Outdoor Code and the Leave No Trace Principles for Kids from memory. Talk about how you can demonstrate them on your Webelos adventures.
4. With your Webelos den or with a family member, hike 3 miles. Before your hike, plan and prepare a nutritious lunch or snack. Enjoy it on your hike, and clean up afterward. 5. Describe and identify from photos any poisonous plants and dangerous animals and insects you might encounter on your hike or activity.
6. Perform one of the following leadership roles during your hike: trail leader, first-aid leader, or lunch or snack leader. |
Science |
112.15.8C |
Earth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to: identify and classify Earth's renewable resources, including air, plants, water, and animals, and nonrenewable resources, including coal, oil, and natural gas, and the importance of conservation. |
STEM |
Into the Woods |
1. Identify two different groups of trees and the parts of a tree.
2. Identify four trees common to the area where you live. Tell whether they are native to your area. Tell how both wildlife and humans use them.
3. Identify four plants common to the area where you live. Tell which animals use them and for what purpose.
4. Develop a plan to care for and then plant at least one plant or tree, either indoors in a pot or outdoors. Tell how this plant or tree helps the environment in which it is planted and what the plant or tree will be used for.
5. Make a list of items in your home that are made from wood and share it with your den. Or with your den, take a walk and identify useful things made from wood.
6. Explain how the growth rings of a tree trunk tell its life story. Describe different types of tree bark and explain what the bark does for the tree.
7. Visit a nature center, nursery, tree farm, or park, and speak with someone knowledgeable about trees and plants that are native to your area. Explain how plants and trees are important to our ecosystem and how they improve our environment. |
Science |
112.15.8C |
Earth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to:
(A) identify and classify Earth's renewable resources, including air, plants, water, and animals, and nonrenewable resources, including coal, oil, and natural gas, and the importance of conservation.
(B) observe and identify slow changes to Earth's surface caused by weathering, erosion, and deposition from water, wind, and ice; |
STEM |
Building a Better World* |
1. Explain the history of the United States flag. Show how to properly display the flag in public, and help lead a flag ceremony.
2. Learn about and describe your rights and duties as a citizen, and explain what it means to be loyal to your country.
3. Discuss in your Webelos den the term “rule of law,” and talk about how it applies to you in your everyday life.
4. Meet with a government or community leader, and learn about his or her role in your community. Discuss with the leader an important issue facing your community.
5. Show that you are an active leader by planning an activity for your den without your den leader’s help. Ask your den leader for approval first.
6. Do at least one of these:
A. Learn about Scouting in another part of the world. With the help of your parent, guardian, or den leader, pick one country where Scouting exists, and research its Scouting program. B. Set up an exhibit at a pack meeting to share information about the World Friendship Fund.
C. Under the supervision of your parent, guardian, or den leader, connect with a Scout in another country during an event such as Jamboree-on-the-Air or Jamboree-on-the-Internet or by other means
D. Learn about energy use in your community and in other parts of the world. E. Identify one energy problem in your community, and find out what has caused it. |
Social Studies |
113.16.18C |
Citizenship. The student understands important symbols, customs, celebrations, and landmarks that represent American beliefs and principles and contribute to our national identity. The student is expected to: (A) recite and explain the meaning of the Pledge of Allegiance to the United States Flag; |
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Social Studies |
113.16.19 |
Citizenship. The student understands the importance of individual participation in the democratic process at the local, state, and national levels. The student is expected to:
1. explain the duty individuals have to participate in civic affairs at the local, state, and national levels; and
2. explain how to contact elected and appointed leaders in local, state, and national governments. |
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Social Studies |
113.15.10 |
Geography. The student understands how people adapt to and modify their environment. The student is expected to: (A) describe ways people have adapted to and modified their environment in Texas, past and present, such as timber clearing, agricultural production, wetlands drainage, energy production, and construction of dams; (B) identify reasons why people have adapted to and modified their environment in Texas, past and present, such as the use of natural resources to meet basic needs, facilitate transportation, and enhance recreational activities; and |
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Cast Iron Chef* |
1. Plan a menu for a balanced meal for your den or family. Determine the budget for the meal. If possible, shop for the items on your menu. Stay within your budget.
2. Prepare a balanced meal for your den or family. If possible, use one of these methods for preparation of part of the meal: camp stove, Dutch oven, box oven, solar oven, open campfire, or charcoal grill. Demonstrate an understanding of food safety practices while preparing the meal.
3. Use tinder, kindling, and fuel wood to demonstrate how to build a fire in an appropriate outdoor location. If circumstances permit and there is no local restriction on fires, show how to safely light the fire, under the supervision of an adult. After allowing the fire to burn safely, safely extinguish the flames with minimal impact to the fire site. |
Health Education |
4. 115.6.1 5. 115.7.1 |
Health information. The student recognizes ways to enhance and maintain health throughout the life span. |
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Sportsman |
1. Show the signals used by officials in one of these sports: football, basketball, baseball, soccer, or hockey.
2. Participate in two sports, either as an individual or as part of a team.
3. Complete the following requirements:
A. Explain what good sportsmanship means.
B. Role-play a situation that demonstrates good sportsmanship.
C. Give an example of a time when you experienced or saw someone showing good sportsmanship. |
Physical Education |
116.6.7 |
Social development. The student develops positive self-management and social skills needed to work independently and with others in physical activity settings. The student is expected to: (A) follow rules, procedures, and etiquette; (B) use sportsmanship skills for settling disagreements in socially acceptable ways such as remaining calm, identifying the problem, listening to others, generating solutions, or choosing a solution that is acceptable to all. |
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Physical Education |
116.6.6 |
Social development. The student understands basic components such as strategies and rules of structured physical activities including, but not limited to, games, sports, dance, and gymnastics. |
Stronger, Faster, Higher* |
1. Understand and explain why you should warm up before exercising and cool down afterward. Demonstrate the proper way to warm up and cool down.
2. Do these activities and record your results: 20-yard dash, vertical jump, lifting a 5-pound weight, push-ups, curls, jumping rope.
3. Make an exercise plan that includes at least three physical activities. Carry out your plan for 30 days, and write down your progress each week.
4. Try a new sport that you have never tried before.
5. With your den, prepare a fitness course or series of games that includes jumping, avoiding obstacles, weight lifting, and running. Time yourself going through the course, and try to improve your time over a two-week period.
6. With adult guidance, help younger Scouts by leading them in a fitness game or games. |
Health Education |
115.6.1D |
Health information. The student recognizes ways to enhance and maintain health throughout the life span. The student is expected to: explain the physical, mental, and social benefits of fitness; |
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R |
Art Explosion |
1. Visit an art museum, gallery, or exhibit. Discuss with an adult the art you saw. What did you like?
2. Create two self-portraits using two different techniques, such as drawing, painting, printmaking, sculpture, and computer illustration.
3. Do two of the following:
A. Draw or paint an original picture outdoors, using the art materials of your choice.
B. Use clay to sculpt a simple form.
C. Create an object using clay that can be fired, baked in the oven, or air-dried.
D. Create a freestanding sculpture or mobile using wood, metal,papier-mâché, or found or recycled objects.
E. Make a display of origami or kirigami projects.
F. Use a computer illustration or painting program to create a work of art.
G. Create an original logo or design. Transfer the design onto a T-shirt, hat, or other object.
H. Using a camera or other electronic device, take at least 10 photos of your family, a pet, or scenery. Use photo-editing software to crop, lighten or darken, and change some of the photos.
I. Create a comic strip with original characters. Include at least four panels to tell a story centered on one of the points of the Scout Law. Characters can be hand-drawn or computer-generated.
4. Choose one of the following methods to show your artwork:
A. Create a hard-copy or digital portfolio of your projects. Share it with your family or members of your den or pack.
B. Display your artwork in a pack, school, or community art show. |
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117.114.b2 |
Creative expression. The student communicates ideas through original artworks using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills. The student is expected to:
1. integrate ideas drawn from life experiences to create original works of art;
2. create compositions using the elements of art and principles of design; and
3. produce drawings; paintings; prints; sculpture, including modeled forms; and other art forms such as ceramics, fiber art, constructions, mixed media, installation art, digital art and media, and photographic imagery using a variety of art media and materials. |
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STEM |
Castaway |
1. Complete A and your choice of B or C.
A. On a campout or outdoor activity with your den or family, cook two different recipes that do not require pots and pans.
B. With the help of an adult, demonstrate one way to light a fire without using matches.
C. Using tree limbs or branches that have already fallen or been cut, build a shelter that will protect you overnight.
2. Do all of the following.
A. Learn what items should be in an outdoor survival kit that you can carry in a small bag or box in a day pack. Assemble your own small survival kit, and explain to your den leader why the items you chose are important for survival.
B. With your den, demonstrate two ways to treat drinking water to remove impurities.
C. Discuss what to do if you become lost in the woods. Tell what the letters “S-T-O-P” stand for. Tell what the universal emergency signal is. Describe three ways to signal for help. Demonstrate one of them. Describe what you can do to help rescuers find you.
D. Make a list of four qualities you think a leader should have in an emergency and why they are important to have. Pick two of them, and act them out for your den. Describe how each relates to a point of the Scout Law. Describe how working on this adventure gave you a better understanding of the Boy Scout motto. |
Health |
115.6.5 |
Health behavior. The student comprehends and practices behaviors that prevent disease and speed recovery from illness. The student is expected to:
1. identify different pathogens and explain how the body protects itself from pathogens such as viruses, bacteria, and fungi;
2. discuss ways in which prevention and transmission of disease are affected by individual behaviors; |
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Maestro! |
1. Do A or B:
A. Attend a live musical performance.
B. Visit a facility that uses a sound mixer, and learn how it is used.
2. Do two of the following:
A. Make a musical instrument. Play it for your family, den, or pack.
B. Form a “band” with your den. Each member creates his own homemade musical instrument. Perform for your pack at a pack meeting.
C. Play two tunes on any band or orchestra instrument.
D. Teach your den the words and melody of a song. Perform the song with your den at your den or pack meeting.
E. Create original words for a song. Perform it at your den or pack meeting.
F. Collaborate with your den to compose a den theme song. Perform it at your pack meeting.
G. Write a song with words and music that expresses your feelings about an issue, a person, something you are learning, a point of the Scout Law, etc. Perform it at your den or pack meeting, alone or with a group. H. Perform a musical number by yourself or with your Webelos den in front of an audience. |
Music |
117.115.4 |
Creative expression. The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to: (A) sing and play classroom instruments with accurate intonation and rhythm, independently or in groups; |
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STEM, R |
Texas Badge |
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Social Studies |
113.15.16 |
Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to: explain the meaning of various patriotic symbols and landmarks of Texas, including the six flags that flew over Texas, the San Jacinto Monument, the Alamo, and various missions; sing or recite "Texas, OurTexas"; recite and explain the meaning of the Pledge to the Texas Flag; |
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Build It |
1. Learn about some basic tools and the proper use of each tool. Learn about and understand the need for safety when you work with tools.
2. With the guidance of your Webelos den leader, parent, or guardian, select a carpentry project and build it.
3. List the tools that you use safely as you build your project; create a list of materials needed to build your project. Put a checkmark next to the tools on your list that you used for the first time.
4. Learn about a construction career. With your Webelos den leader, parent, or guardian, visit a construction site, and interview someone working in a construction career. |
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STEM |
Engineer |
1. Pick one type of engineer. With the help of the internet, your local library, or an engineer, discover three things that describe what that engineer does. (To use the internet, be sure that you have a current Cyber Chip or that you have permission from your Webelos den leader, parent, or guardian.) Share your findings with your Webelos den.
2. Learn to follow engineering design principles by doing the following:
A. Examine a set of blueprints or specifications. Using these as a model, prepare your own set of blueprints or specifications to design a project.
B. Using the blueprints or specifications from your own design, complete your project. Your project may be something useful or something fun.
C. Share your project with others at a den or pack meeting.
3. Explore other fields of engineering and how they have helped form our past, present, and future.
4. Pick and do two projects using the engineering skills you have learned. Share your projects with your den, and also exhibit them at a pack meeting. |
Science -
Engineering |
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STEM |
Fix It |
1. Put a Fix It Toolbox together. Describe what each item in your toolbox can be used for. Show how to use three of the tools safely.
2. Be Ready. With the help of an adult in your family, do the following:
A. Locate the electrical panel in your home. Determine if the electrical panel has fuses or breakers.
B. Determine what heat source is used to heat your home.
C. Learn what you would do to shut off the water for a sink, a toilet, a washing machine, or a water heater. If there is a main shut-off valve for your home, show where it is located.
3. Describe to your Webelos den leader how to fix or make safe the following circumstances with help from an adult:
A. A toilet is overflowing.
B. The kitchen sink is clogged.
C. A circuit breaker tripped, causing some of the lights to go out.
4. Let’s Fix It. Select and do eight of the following. You will need an adult’s supervision for each of these Fix It projects:
A. Show how to change a light bulb in a lamp or fixture. Determine the type of light bulb and how to properly dispose of it.
B. Fix a squeaky door or cabinet hinge.
C. Tighten a loose handle or knob on a cabinet or a piece of furniture.
D. Demonstrate how to stop a toilet from running.
E. Replace a furnace filter.
F. Wash a car.
G. Check the oil level and tire pressure in a car.
H. Show how to replace a bulb in a taillight, turn signal, or parking light, or replace a headlight in a car.
I. Help an adult change a tire on a car.
J. Make a repair to a bicycle, such as adjusting or lubricating the chain, inflating the tires, fixing a flat, or adjusting the seat or handlebars.
K. Replace the wheels on a skateboard, a scooter, or a pair of inline skates.
L. Help an adult prepare and paint a room.
M. Help an adult replace or repair a wall or floor tile.
N. Help an adult install or repair a window or door lock.
O. Help an adult fix a slow or clogged sink drain.
P. Help an adult install or repair a mailbox.
Q. Change the battery in a smoke detector or a carbon monoxide detector, and test its operation.
R. Help an adult fix a leaky faucet.
S. Find wallstuds, and help an adult hang a curtain rod or a picture.
T. Take an old item, such as a small piece of furniture, a broken toy, or a picture frame, and rebuild and/or refinish it. Show your work to your Webelos leader or another adult.
U. Do a Fix It project agreed upon with your parent or guardian. |
Tools |
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STEM |
Game Design |
1. Decide on the elements for a game.
2. List at least five of the online safety rules that you put into practice while using the internet on your computer or smartphone. Skip this if your Cyber Chip is current.
3. Create your game.
4. Teach an adult or another Scout how to play your game. |
Games
Computers |
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STEM |
Into the Wild |
1. Collect and care for an “insect, amphibian, or reptile zoo.” You might have crickets, ants, grasshoppers, a lizard, or a toad (but be careful not to collect or move endangered species protected by federal or state law). Study them for a while and then let them go. Share your experience with your Webelos den.
2. Set up an aquarium or terrarium. Keep it for at least a month. Share your experience with your Webelos den by showing them photos or drawings of your project or by having them visit to see your project.
3. Watch for birds in your yard, neighborhood, or area for one week. Identify the birds you see, and write down where and when you saw them.
4. Learn about the bird flyways closest to your home. Find out which birds use these flyways.
5. Watch at least four wild creatures (reptiles, amphibians, arachnids, fish, insects, or mammals) in the wild. Describe the kind of place (forest, field, marsh, yard, or park) where you saw them. Tell what they were doing.
6. Identify an insect, reptile, bird, or other wild animal that is found only in your area of the country. Tell why it survives in your area. 7. Give examples of at least two of the following:
A. A producer, a consumer, and a decomposer in the food chain of an ecosystem
B. One way humans have changed the balance of nature C. How you can help protect the balance of nature
8. Learn about aquatic ecosystems and wetlands in your area. Talk with your Webelos den leader or family about the important role aquatic ecosystems and wetlands play in supporting life cycles of wildlife and humans, and list three ways you can help.
9. Do one of the following:
A. Visit a museum of natural history, a nature center, or a zoo with your family, Webelos den, or pack. Tell what you saw.
B. Create a video of a wild creature doing something interesting, and share it with your family and den. |
Nature |
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STEM |
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R |
Looking Back, Looking Forward |
1. Create a record of the history of Scouting and your place in that history.
2. With the help of your den leader, parent, or guardian and with your choice of media, go on a virtual journey to the past and create a timeline.
3. Create your own time capsule. |
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STEM |
Moviemaking |
1. Write a story outline describing a real or imaginary Scouting adventure. Create a pictured storyboard that shows your story.
2. Create either an animated or live action movie about yourself. Your movie should depict how you live by the Scout Oath and Scout Law.
3. Share your movie with your family, den, or pack. |
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STEM, R |
Project Family |
1. Interview a grandparent, another family elder, or a family friend about what life was like when he or she was growing up.
2. With members of your family or a family friend, discuss some of your family names, history, traditions, and culture. Do one of the following:
A. Create a family tree of three generations.
B. Make a poster or web page that shows the places that some of your family members came from.
C. Choose a special celebration or holiday that some of your family members participate in, and create either a poster, picture, or photo slideshow of it.
3. Show your understanding of your duty to family by creating a chart listing the jobs that you and other family members have at home. Choose three of the jobs you are responsible for, and chart them for two weeks.
4. Select a job that belongs to another family member, and help that person complete it. Some examples would be to create a grocery shopping list for the week, to take outtrash for a week, to do the laundry for your family one time, to prepare meals for your family for one day, or to complete some yard work.
5. With the help of an adult, inspect your home and its surroundings. Make a list of hazards or security problems you find. Correct one problem you found, and tell what you did.
6. Complete one of the following:
A. Hold a family meeting to plan an exciting family activity. The activity could include:
- A family reunion
- A family night
- A family outing
B. Create a list of community service or conservation projects that you and your family can do together, and present it to your family. Select one project, plan it, and complete it with members of your family. |
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STEM |
Earth Rocks! |
1. Do the following:
A. Explain the meaning of the word “geology.”
B. Explain why this kind of science is an important part of your world.
2. Look for different kinds of rocks or minerals while on a rock hunt with your family or your den.
3. Do the following:
A. Identify the rocks you see on your rock hunt. Use the information in your handbook to determine which types of rocks you have collected.
B. With a magnifying glass, take a closer look at your collection. Determine any differences between your specimens.
C. Share what you see with your family or den.
4. Do the following:
A. With your family or den, make a mineral test kit, and test minerals according to the Mohs scale of mineral hardness.
B. Record the results in your handbook.
5. Identify on a map of your state some geological features in your area.
6. Do the following:
A. Identify some of the geological building materials used in building your home.
B. Identify some of the geological materials used around your community. |
Geology |
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STEM |
First Responder |
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First Aid |
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Aware and Care |
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Disabilities Awareness |
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R |
Aquanaut |
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Swimming |
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Outdoorsman |
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Camping |
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Duty to God in Action |
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Faith |
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Duty to God and You |
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Faith |
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Scouting Adventure |
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Build My Own Hero |
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