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The U.S. is one of the richest countries in the world, yet we rank 29th for life expectancy. We spent more than twice what other countries spend per capita on health care. Why aren't we healthier?

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For the first time in modern history, the world's population is expected to virtually stop growing by the end of this century, due in large part to falling global fertility rates, according to a Pew Research Center analysis of new data from the United Nations. By 2100, the world's population is projected to reach approximately 10.9 billion, with annual growth of less than 0.1% - a steep decline from the current rate. Between 1950 and today, the world's population grew between 1% and 2% each year, with the number of people rising from 2.5 billion to more than 7.7 billion.

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?

More than 40 million people worldwide suffer from Alzheimer's disease, and that number is expected to increase drastically in the coming years. But no real progress has been made in the fight against the disease since its classification more than 100 years ago. Scientist Samuel Cohen shares a new breakthrough in Alzheimer's research from his lab as well as a message of hope. "Alzheimer's is a disease," Cohen says, "and we can cure it."

Women who are overweight while pregnant are more likely to have babies who are biologically older than those born to women of a healthy weight. This could put the babies at a higher risk of developing chronic diseases later in life, and may reduce their life expectancy. Our biological age is linked to the length of our telomeres - bits of DNA that cap the ends of our chromosomes. Our telomeres shrink every time our cells divide, and continue to shorten throughout life. "Short telomeres have been associated with cardiovascular disease, type 2 diabetes and atherosclerosis," says Tim Nawrot at Hasselt University in Belgium.

This case study was inspired by the Zika virus outbreak that occurred around the time of the 2016 Olympic Games. Many athletes were fearful of attending because of the link between Zika virus infection and microcephaly in infants. This concern, however, ran contrary to reports suggesting that the risk of athletes and other travelers becoming infected was remarkably low. Jessica, a fictional Olympic equestrian and the main character of the case, was unfortunately very unlucky and contracted Zika virus near the time of the Games. She ended up enduring negative health complications likely as a consequence of the infection.  This case was designed to be implemented in the nervous system unit of a human biology or anatomy and physiology course. The case is also appropriate for microbiology and public health courses.   Students are expected to have foundational knowledge in viral life cycles, and will explore disruptions in neurotransmission as well as abnormal fetal brain development.

This case study was inspired by a real-life scenario, and follows the story of Roberto, a migrant farmworker whose health is impacted by the usage of pesticides on a farm.  With the help of a health care provider, Roberto becomes aware of the effects of pesticides on his well-being. Students utilize a database and draw conclusions from data in order to answer the case questions.  The case concludes with an activity that uses the "intimate debate" technique in which students use scientific data as evidence to argue whether or not the pesticide under discussion should be banned from usage.  This case was originally developed for undergraduate anatomy and physiology or toxicology courses. Students are expected to have some background knowledge in nerve structure and function as well as the mechanics of neural transmission before starting the case.

Scientists have long pondered how exactly life began here on Earth. Now, new research sheds light on Earth's creation, and the findings are not what you'd expect!

Halfway through our walk to the hospital I regained my composure. Of course I had not been instantaneously struck by an incredibly rare disease that, by the way, takes at least 12 hours after consumption to manifest and does not share many symptoms with your garden variety anxiety attack. My experience had been shaped by my mindset. A decade of learning about the psychological power of expectations could not inoculate me from its effect.

Common Core Standards for Science and Technical Subjects focus mainly literacy.   Teachers of science are expected to promote skills in students that allow them to read technical nonfiction texts.  Reading standards can be summarized as follows:

In most animals, the drive to breed and produce offspring is strong. However, most males live their whole lives without having the chance to breed. The events leading up to mating can be very dangerous and also very costly to an individual. Some males have evolved elaborate structures, or weapons, as a result. The structures do help males in both combative situations and with attracting females, but ironically, the structures themselves come with certain costs. This flipped case study provides students with the opportunity to not only see how animal structures and functions are linked, but also to see how certain animal structures are needed and costly. There are videos that students are expected to view before the case. The case was initially designed for a second semester college general biology class for majors. However, it can also be used in non-major biology classes. Students should have some background knowledge of natural selection, specifically sexual selection as well as energetic demands of certain structures.

The world is becoming more urban every day, and the process has been ongoing since the industrial revolution in the 18th century. The United Nations now estimates that 3.9 billion people live in urban centres. The rapid influx of residents is however not universal and the developed countries are already urban, but the big rise in urban population in the next 30 years is expected to be in Asia and Africa. Urbanization leads to many challenges for global health and the epidemiology of infectious diseases. New megacities can be incubators for new epidemics, and zoonotic diseases can spread in a more rapid manner and become worldwide threats. Adequate city planning and surveillance can be powerful tools to improve the global health and decrease the burden of communicable diseases.

And as the El Nino weather system has been storming across the Pacific this season, it has stirred up ocean waters enough to cool down the original Blob off of Alaska, but at the same time helped give birth to what has been nicknamed the "Son of Blob" off the coast of Southern California. The still-warmer Alaskan waters, and Son of Blob sector are expected to continue to magnify the El Nino effect for months to come, according to Weather Underground's "Blob Watch" blog.

By early 2014, Flint, Kendler and a team of collaborators had analysed DNA sequences from 5,303 Chinese women with depression, and another 5,337 controls. As Flint expected, 85% of the depressed women had a severe form of the disorder called melancholia, which robs people of the ability to feel joy. "You can be a doting grandparent and your favourite grandchildren can show up at your door," says Douglas Levinson, a psychiatrist at Stanford University in California, "and you can't feel anything." The analysis yielded two genetic sequences that seemed to be linked to depression: one in a stretch of DNA that codes for an enzyme whose function is not fully understood, and the other next to the gene SIRT1, which is important for energy-producing cell structures called mitochondria. The correlations were confirmed in another set of more than 3,000 depressed men and women and over 3,000 controls.

This PowerPoint-driven, flipped case study begins with a short video about a woman suffering from cystic fibrosis (CF) in the 1970s, a friend of the lead author's, whom she met in college and who died in her twenties. Hooked by this personal story, students then delve into the genetics and biology of cystic fibrosis as they learn about the difference between dominant and recessive genes, make Punnett squares that depict various types of inheritance, distinguish between probability and actual numbers, differentiate types of mutations, and learn about the opportunistic infections that CF patients often succumb to.  Students conclude the case by watching two additional videos on chest compression machines and the contemporary life expectancy of patients with CF.  In addition to the scientific content presented in the case, it is hoped that students will empathize with, and be motivated by, the young people presented in the videos as they struggle with a very real, incurable disease deeply rooted in genetics.

The life science/biology course is divided into 12 instructional segments grouped into four sections. In the first section, From Molecules to Organisms: Structures and Processes, students develop models of how molecules combine to build cells and organisms (IS1 [Structure and Function]; IS2 [Growth and Development of Organisms]; IS3 [Organization for Matter and Energy Flow in Organisms]). In the second section, Ecosystems: Interactions, Energy, and Dynamics, students zoom out to the macroscopic scale to show how organisms interact (IS4 [Interdependent Relationships in Ecosystems]; IS5 [Cycles of Matter and Energy Transfer in Ecosystems]; IS6 [Ecosystem Dynamics, Functioning, and Resilience]; IS7 [Social Interactions and Group Behavior]). Students return to the role that DNA plays in inheritance during the third section, Heredity: Inheritance and Variation of Traits (IS8 [Inheritance of Traits]; IS9 [Variation of Traits]). The class ends tying together interactions at all these scales by explaining evolution and natural selection in Biological Evolution: Unity and Diversity (IS10 [Evidence of Common Ancestry and Diversity]; IS11 [Natural Selection]; IS12 [Adaptation and Biodiversity]). A vignette in IS12 illustrates the level of three-dimensional understanding students are expected to exhibit as a capstone of the course.

Our students will face decisions about health, science, and medicine that we can hardly imagine.   How can we keep student needs and science first, yet still create a safe and affirming space for intellectual curiosity? Teaching biology creates many opportunities to authentically incorporate student curiosity. The Next-Generation Science Standards (NGSS) expect students to ask questions about natural phenomena and then explain their answers using models. This website offers examples of adapting curriculum to NGSS and gender-inclusive standards, as well as resources for advocating to administration and others.

n. As such, this set of Essential Elements addresses a small number of science standards, representing a breadth, but not depth, of coverage across the entire standards framework. The purpose of the DLM Essential Elements is to build a bridge from the content in the general education science framework to academic expectations for students with the most significant cognitive disabilities. This version of the Essential Elements will provide content for science assessments for at least the next two years. The DLM Science Consortium intends to develop a learning map based on research about how students learn science content and engage in scientific and engineering practices in the next phase of the project. Revisions will be made when the science map is complete, at which time we anticipate the EEs will be aligned to the map with revisions and additions as appropriate.

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