1 - 12 of 31 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.

Storylining and Genetic Medicine

Interested in how to use storylines with your students? Check out this blog post from Oregon educator Kate Fisher on how she implemented a storyline about genetic medicine with her 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.

Using BioInteractive Resources Across A Semester Ecology Course

How could you use BioInteractive resources to structure an entire course? In this blog post, higher ed instructor Tara Jo Holmberg outlines how she sequences her ecology course using BioInteractive resources, with a particular focus on the connections between evolution and ecology.

Beaks as Tools

Jason Crean describes how he uses BioInteractive's "Beaks as Tools" activity to supplement understanding of Rosemary and Peter Grant's research on the evolution of the Galápagos finches.

Argumentation With Virus Explorer

Are viruses alive? In this blog post, higher ed instructor Parks Collins uses an argumentation framework that combines BioInteractive resources with a structured approach to addressing this question.