New research suggests humans lived in South America at the same time as now extinct giant sloths, bolstering evidence that people arrived in the Americas earlier than once thought.
Asking scientific questions is a foundational skill that takes instructional support for students to develop. In this article, Bernice Brythorne outlines how she uses BioInteractive resources to get her students to formulate and refine scientific questions.
Scientists are studying dogs around the Chernobyl nuclear power plant to see whether anything in their genes helped their families survive the harshest, most degraded environments.
Our Medieval ancestors left us with a biological legacy: Genes that may have helped them survive the Black Death make us more susceptible to certain diseases today.
Why can some people digest milk and others can’t? In this article from professor John Moore, see how he uses this anchoring phenomenon to engage students in class and laboratory.
A hefty set of tusks is usually an advantage for elephants, allowing them to dig for water, strip bark for food and joust with other elephants. But during episodes of intense ivory poaching, those big incisors become a liability.
If you're interested in modifying our activities for your Multilingual Learners, this article by Rhode Island educator Diana Siliezar-Shields discusses how she scaffolds our resources about metabolic regulation with her students.
In this article, see a learning sequence where students explore symbiotic relationships and cell communication in bacteria (quorum sensing) by connecting their prior knowledge regarding ocean ecosystems to their understanding of symbiotic relationships.
Male songbirds usually learn their tunes from adult mentors. But when aspiring crooners lack proper role models, they hit all the wrong notes — and have less success attracting mates.