1 - 12 of 33 results
Using an Amylase Activity to Introduce Statistics

How can students connect science content with science practices like data analysis? In this Educator Voices article, Kathy Van Hoeck describes how she uses a lesson sequence about the digestion of starch to introduce students to statistics. 

Mass Extinctions - And Then What?

In this blog post, 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 blog post from California educator Nikki Chambers, see how she uses our suite of ‘Wallace Line’ activities to have her students construct explanations.

Cancer and Cell Fate

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.

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.

Sequencing HHMI BioInteractive Cancer Resources

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.

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.