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This interactive video explores how two scientists tracked the 2013 Ebola outbreak in West Africa. 

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. 

This Click & Learn traces the flow of energy from the Sun all the way to cells within organisms. The embedded questions and calculations guide students’ understanding of how energy is distributed through a variety of ecosystems.

This Click & Learn shows that keystone species exist across a variety of ecosystems and can exert their influence in different ways.

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.

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.

In this article, Kathy Van Hoeck discusses how to implement a storyline about the phenomenon of elephant tusklessness.

The COVID-19 pandemic has spotlighted the importance of having a scientifically literate public. In this article, Pennsylvania educator Bob Cooper unpacks how to utilize BioInteractive's suite of infectious disease resources to teach students scientific literacy.

The added information provided at pause points within the animation Coral Bleaching allows for a richer exploration of coral reefs, symbiosis, and other topics in biology.

This article by professor Melissa Haswell sequences a four-week evolution module that minimizes lecture while teaching students to think like scientists.

In this article, Tara Jo Holmberg, a professor at Northwestern Connecticut Community College, discusses how she's restructured the beginning of her courses to have students engage in scientific thinking and collaboration.