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Modeling Cellular Respiration for Relevance and Reasoning Using BioInteractive Resources

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.

Combatting “Problem Fatigue” Using BioInteractive Case Studies in an AP Environmental Science Course

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.

Image from the activity of a DNA sequence

The Threat of Emerging Infectious Diseases Highlights the Need for Scientific Literacy

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.

Spiraling the Carbon Cycle Using BioInteractive

In order to develop complex scientific explanations, students need to have many opportunities to grapple with a concept. In this Educator Voices article, hear how Amy Fassler uses a sequence of resources in a process called “curriculum spiraling.”

reenactment of Bob Paine throwing a starfish near a tidal pool

Inspiring Students Through Great Films

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.

Mass Extinctions — And Then What?

In this article, hear from Maryland educator Laura Dinerman about how she uses our mass extinctions resources to consider how the KT extinction connects with global species declines we’re experiencing today.

Claim-Evidence-Reasoning and the Wallace Line

Interested in using our biogeography resources to help your students reason from evidence? In this article from California educator Nikki Chambers, see how she uses our suite of ‘Wallace Line’ activities to have her students construct explanations.

BioInteractive Posters

Nikki Chambers describes how she uses BioInteractive posters to engage her students and elicit questions from them to guide her teaching.

Modifying BioInteractive Resources for an Anatomy and Physiology Course

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.

Using Argument-Driven Inquiry (ADI) with HHMI BioInteractive Resources

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.

A concept map for an ecology course, with a square that says ‘evolution and natural selection’ in the center, and five squares connected around the exterior reading: Deep time and mass extinctions; genetics; population ecology; community ecology; and ecosystem ecology.

Using BioInteractive Resources Across A Semester Ecology Course

If you're interested in using BioInteractive resources to structure an entire course, check out this article from Northwestern Connecticut Community College professor Tara Jo Holmberg in which outlines how she sequences her ecology course using BioInteractive resources.

A graph of mean leaf area eaten in an experiment about the effects of introducing beetles into an environment. The graph is a line graph with error bars at each data point.

Using BioInteractive to Generate Assessment Items

Interested in how to embed assessments into your instruction? In this blog post, hear from Wisconsin educator Amy Fassler as she discusses how she embeds formative assessments in a lesson sequence about trophic cascades, including an example claim-evidence-reasoning task.