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Life on Earth is intimately connected to the natural cycles of light and dark that make up a 24-hour day. For plants, animals, and even bacteria, these circadian rhythms control many biological functions. Humans can overrule their body clocks, but at a price: People whose circadian rhythms are regularly disrupted-by frequent jet lag or shift work, for example-are more vulnerable to diabetes, obesity, cardiovascular disease, and cancer. There are various theories to explain these associations, and researchers now have a new player to consider: the bacteria that live in the digestive tract. According to a study in mice and a small group of human volunteers, the internal clocks of these gut microbes sync up with the clocks of their hosts. When our circadian rhythms get out of whack, so do those of our bacteria.

OpenBiome (full name Microbiome Health Research Institute Inc.) is a nonprofit organization dedicated to expanding safe access to fecal microbiota transplantation (FMT) therapies. Founded by a small team of microbiologists, public health advocates, and concerned citizens, OpenBiome aims to significantly reduce the practical barriers for clinicians providing FMTs, while connecting scientists across studies and disciplines. 

Scientists at the University of California, San Diego School of Medicine have found that mutations that cause autism in children are connected to a pathway that regulates brain development.

A keenly observant young man named Tony Allison, working in East Africa in the 1950s, first noticed the connection and assembled the pieces of the puzzle. His story stands as the first and one of the best understood examples of natural selection, where the selective agent, adaptive mutation, and molecule involved are known-and this is in humans to boot. The protection against malaria by the sickle-cell mutation shows how evolution does not necessarily result in the best solution imaginable but proceeds by whatever means are available.

Research has revealed striking differences in the trillions of bacteria - a.k.a., the microbiome - in the intestines of children with and without autism. But the gut bacteria in individuals with autism aren't just different. Researchers at the California Institute of Technology have shown for the first time that they may actually contribute to the disorder. They reported in the journal Cell in December 2013 that an experimental probiotic therapy alleviated autism-like behaviors in mice and are already planning a clinical trial.

The goal of RI-ITEST is to prepare diverse students for careers in information technologies by engaging them in exciting, inquiry- based learning activities that use sophisticated computational models in support of a revolutionary science curriculum. Teachers will incorporate interactive computer models developed under the Science of Atoms and Molecules (SAM) project at the Concord Consortium. These materials were specifically designed to support a deeper understanding of science made possible through interactive computer simulations and the new physics-chemistry-biology sequence. Connections will be made between the models students use to learn science and possible careers in research and industry where computer modeling is used.

Gut microbes-the collection of bacteria and other organisms that inhabit our intestines-have been shown to play a role in a wide variety of conditions from asthma to obesity. But researchers still don't know precisely how they contribute to obesity. To gain a better understanding, a team led by physiologist Mirko Trajkovski from the University of Geneva in Switzerland has been following up on any leads he can to learn about the link between these microbes and metabolism. Trajkovski knew from past research that getting rid of some gut bacteria in mice makes them less able to maintain their internal body temperature in the cold. He wondered whether there might be a connection between gut microbes, external temperature, and weight control.

In this case study, a college student named "Blake" winds up in the emergency room after he experiences a panic attack brought on by drinking a mixture of beverages containing caffeine and alcohol. His panic attack results in a severe episode of hyperventilation. The alcohol he has consumed has the added effect of making the situation worse by impairing Blake's perception and judgement. Through this case study, students learn about acid/base chemistry as they explore hyperventilation, the Bohr effect, the Haldane effect, and how alcohol and stimulants such as caffeine can affect the acid-base balance in the body. This case was originally designed for a flipped classroom, and the associated videos, including one developed by the author, contain foundational information to lead students through basic chemistry and help them connect daily activities to homeostasis and the Bohr effect. Originally written for a general biology course in which general chemistry concepts are discussed, the case could easily be modified for use in an anatomy and physiology course.

Data Nuggets are free classroom activities, co-designed by scientists and teachers, designed to bring contemporary research and authentic data into the classroom. Data Nuggets include a connection to the scientist behind the data and the true story of their research. Each activity gives students practice working with 'messy data' and interpreting quantitative information. Students are guided through the entire process of science, including identifying hypotheses and predictions, visualizing and interpreting data, making evidence based claims, and asking their own questions for future research. Because of their simplicity and flexibility, Data Nuggets can be used throughout the school year and across grades K-16, as students grow in their quantitative abilities and gain confidence." Sounds like real science to me!

"This modular case study tells the story of Dan and Annie, a married couple of Acadian ancestry who have a genetic form of deafblindness called Usher syndrome. They live in Southwest Louisiana, home of the largest population of DeafBlind citizens in the United States. Acadian Usher syndrome is caused by an allele of the USH1C gene that came to Louisiana with the first Acadian settlers from Canada who founded today's Cajun population. This allele's single nucleotide substitution creates an erroneous splice site that produces a defective cytoskeletal protein (harmonin) of the cochlear and vestibular hair cells and retinal photoreceptors. This splice site is the target of a promising gene therapy. The case study applies and connects Mendelian inheritance, chromosomes, cell division, vision and hearing, DNA sequences, gene expression, gene therapy and population genetics to a specific gene and its movement through generations of Dan and Annie's families.  After the introduction, each of the remaining sections can be used independently either for in-class team activities or out-of-class extensions or assignments over an entire year of introductory undergraduate biology. "

This case study was written for an introductory course for biology majors who are first learning about embryonic development. The case is composed of several parts and involves a storyline about a team of researchers who find frogs and eggs in bamboo plants during a field study. Students consider what these observations mean, learn basics about the stages of animal embryonic development, and make connections to phylogeny and natural selection. Students then apply their understanding of animal embryonic stage development to the chemical atrazine in the environment by examining data from several experiments. As a concluding activity students write a letter to an agency or newspaper of their choosing stating their opinion surrounding the use of atrazine in the environment. The case proceeds in a progressive disclosure format and involves a combination of class discussion, small group work, and homework. Because the case focuses on very basic animal embryonic development, it would also be a great start to a developmental biology course or an embryology course.

We are a group of 5000+ scientists who are available to video chat into your classroom and have an open discussion with your class! The goal of the program is for students to have positive experiences with scientists and form a personal connection with someone working in a scientific field.

In order to develop complex scientific explanations, students need to have many opportunities to grapple with a concept, look at it from various points of view, and analyze data representing different relationships. I plan the sequence and flow of my AP Environmental Science course strategically to ensure I am making these connections using a concept called "curriculum spiraling."

This list provides a range of valuable resources including guidelines, organization sites, toolkits, and information for public health professionals. If you are looking for training on a specific topic, please visit CDC TRAIN.

Kenneth Wesson works as a keynote speaker and educational consultant for pre-school through university-level institutions and organizations. He speaks throughout the world on the neuroscience of learning and methods for creating classrooms and learning environments that are "brain-considerate."

"This case study introduces students to Duchenne muscular dystrophy (DMD) and its underlying genetics, cell biology, and some of the associated biochemical pathways.  DMD is an X-linked disorder characterized by progressive muscle weakness and wasting due to the absence of a protein called dystrophin, which in turn causes degeneration of skeletal and cardiac muscle. There is currently no established cure for this disease.  The case follows the progress of "Casey," an undergraduate student who has just declared her biology major and is interested in expanding her scientific understanding of the different fields of biology. The case is organized in three parts: genetics, cell biology, and biochemistry, each exploring DMD through its unique lens. Throughout the case, Casey is presented with multiple outlets of information, including class lectures, direct e-mail interaction with a professor, scientific journals and websites, from which she (and any student engaged with the case) gathers knowledge about DMD."

An ongoing commitment to diversity, equity, and inclusion (DEI) work will help you build the foundations of belonging for every student. But DEI work alone is not enough. Let's go back to your students. Are your lessons designed in alignment with what we know from cognitive science about how the human brain learns? What does the practice work you assign look like? What study strategies do you teach students to use? How is metacognition built? Does the feedback you give students help or hurt? What does homework look like?