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Getting students engaged in learning about the cell cycle can be difficult. In this Educator Voices article, educator Kathy Van Hoeck describes how she uses cancer as an anchoring phenomenon to spark student interest.

In this Educator Voices article, professor John Moore describes a "backwards" approach to teaching energy use in cells that traces the process from ATP in use back through glycolysis. 

To prevent his AP Environmental Science students from having "problem fatigue," Florida educator Scott Sowell focuses on how environmental solutions are developed, justified, implemented, and evaluated.

Planarians can be used to investigate a variety of biological phenomena like animal behavior, mitosis, taxonomy, and more. In this article from professor Karen Avery, see how she uses this unassuming model organism to teach concepts in cellular biology and genetics.

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.

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.

Today’s world is full of pessimism and cynicism, and our students are bombarded with discouraging messages about the future of the planet. Is there any antidote to such poison? In this message from BioInteractive, hear from Vice President for Science Education Sean B.

Explore the microscopic world in this Educator Voices article from Pennsylvania educator Bob Cooper, who zooms in on the world of the very small with the “What Leeuwenhoek Saw” activity.

If you teach Anatomy and Physiology, and want to hear about how to incorporate BioInteractive resources into a variety of units, check out this article from Davenport University professor Melissa Haswell on how she uses BioInteractive’s lactase resources with her nursing students.

Keri Shingleton explains how she uses the BioInteractive animation on cancer and cell fate to spark curiosity in her students and encourage exploration of a topic.

Students may love to argue, but having students engage in scientific argumentation takes planning and structure. In this blog post, Florida educator Scott Sowell discusses how he uses argument-driven inquiry with his students so that they can begin to see themselves as scientists.

In this article, Rocky Mountain College professor Holly Basta discusses how she sequences BioInteractive cancer resources to get her students to think about big questions in how cell division is regulated — and how understanding regulation can guide drug design.