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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. 

Asking scientific questions is a foundational skill that takes instructional support for students to develop. In this article, Bernice Brythorne outlines how she uses BioInteractive resources to get her students to formulate and refine scientific questions. 

If you're interested in using facilitated discussions to promote scientific literacy and empower students to make evidence-based decisions, this article from professor Holly Basta details how she restructured her course to promote student questioning and talk.

Why can some people digest milk and others can’t? In this article from professor John Moore, see how he uses this anchoring phenomenon to engage students in class and laboratory.

If you're interested in modifying our activities for your Multilingual Learners, this article by Rhode Island educator Diana Siliezar-Shields discusses how she scaffolds our resources about metabolic regulation with her students.

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.

In this article, Kathy Van Hoeck discusses how to implement a storyline about the phenomenon of elephant tusklessness.

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.

This article by professor Melissa Haswell sequences a four-week evolution module that minimizes lecture while teaching students to think like scientists.

In this article, Tara Jo Holmberg, a professor at Northwestern Connecticut Community College, discusses how she's restructured the beginning of her courses to have students engage in scientific thinking and collaboration.

There is a rich body of literature on research investigating evolution using dogs as a general example and studies specifically investigating canine evolution. In this Educator Voices video, Phil Gibson discusses how he uses BioInteractive's dog genomics resources with his students.

In this Educator Voices article, hear from Minnesota educator Dawn Norton about how her students explore the "story" of evolution by natural selection through a series of HHMI BioInteractive resources.