The molecular basis of evolution is an important concept to understand but one that students and teachers often find challenging. This article provides training and guidance for teachers on how to present molecular evolution concepts so that students will associate molecular changes with the evolution of form and function in organisms. Included are examples that illustrate how mutation followed by selection causes populations to evolve. Next month we will share lab activities that illustrate the concepts and reinforce the complementary roles of mutation and selection in the overall process of evolution.

We analyzed the practitioner literature on lab-based instruction in biology in The American Biology Teacher between 2007 and 2012. We investigated what laboratory learning looks like in biology classrooms, what topics are addressed, what instructional methods and activities are described, and what is being learned about student outcomes. The practitioner literature reveals a focus on novel and innovative labs, and gaps in some biology topics. There is little description of student learning, but motivation and engagement are a primary concern of authors. There is little evidence of students addressing the nature of science in laboratories, and too few opportunities for authentic exploration of phenomena. We suggest that biology instruction can be strengthened by more rigorous practitioner research through increased professional collaboration between teachers and education researchers, increased focus on the synergy between content and teaching practice, and more rigor in reporting student outcomes.

Current educational reform calls for increased integration between science and mathematics to overcome the shortcomings in students' quantitative skills. Data Nuggets (free online resource,  http://datanuggets.org) are worksheets that bring data into the classroom, repeatedly guiding students through the scientific method and making claims based on quantitative evidence. Created around recent and ongoing research, Data Nuggets provide background to a scientist and their study system, along with a real data set from their research. We demonstrate the use of Data Nuggets in the classroom and share a lesson that challenges students to answer a scientific question, use a data set to support their claim, and guides them through the construction of graphs to facilitate data interpretation. Data Nuggets can be used across K—16 grades and multiple times throughout the school year as students build their quantitative skills.

This paper presents an activity that engages students in model-based reasoning, requiring them to predict the behavior of the trp and lac operons under different environmental conditions. Students are presented six scenarios for the trp operon and five for the lac operon. In most of the scenarios, specific mutations have occurred in genetic elements of the system that alter the behavior from the norm. Students are also challenged to relate their understanding of operon behavior to the “Big Ideas” of homeostasis, evolution, information, interactions, and emergent properties. By using operons to teach students to reason with models of complex systems and understand broad themes, we equip them with powerful skills and ideas that form a solid foundation for their future learning in biology.

It has been noted that undergraduate project-based laboratories lead to increased interest in scientific research and student understanding of biological concepts. We created a novel, inquiry-based, multiweek genetics research project studying Ptpmeg, for the Introductory Biology Laboratory course at Brandeis University. Ptpmeg is a protein involved in axon formation in Drosophila melanogaster. In order to better understand Ptpmeg's functionality, students sought to find Ptpmeg's enhancers and suppressors by engaging in either a 4- or a 7-week modular research project. By the end of the semester, students were able to learn various laboratory techniques and acquire a deeper understanding of Drosophila genetics in both versions of the course.

Achieving a deep understanding of the many topics covered in middle school biology classes is difficult for many students. One way to help students learn these topics is through scenario-based learning, which enhances students' performance. The scenario-based problem-solving module presented here, “The Strawberry Caper,” not only meets but connects ecological and genetic concepts that are required standards in middle school. Here, students are required to provide expert witness for a patent-infringement claim against an organic strawberry farmer by a large neighboring company. The students must think critically and formulate and test hypotheses to provide evidence for the case. Through phenotypic and genotypic analyses, the students are immersed in an inquiry-driven investigation that provides a real-world context for topics covered in the classroom. This, interspersed with integration of concepts, promotes understanding and application of these topics.

This inquiry-based activity for high school students introduces concepts of ecology and the importance of data analysis to science. Using an investigative case, students generate independent questions about birds, access Cornell Lab of Ornithology online resources to collect data, organize and graph data using Excel, and make claims based on evidence.

This classroom activity is based on a constructivist learning design and engages students in physically constructing a karyotype of three mock patients. Students then diagnose the chromosomal aneuploidy based on the karyotype, list the symptoms associated with the disorder, and discuss the implications of the diagnosis. This activity is targeted at undergraduates in a nonmajors genetics course, but the goals align with AP Biology Big Idea 3 and Next Generation Science Standards HS-LS3. The activity illustrates the relationship between genotype and phenotype, reinforces the chromosome theory of inheritance, and includes mapping of meiotic nondisjunction events.

Research shows the importance of active learning, especially within science classes. One way to achieve this goal is to incorporate student-driven projects into the course (e.g., posters). Traditionally, science-poster assignments follow the spirit of the science fair in which a student conducts an experiment and analyzes the results. This article offers an alternative take on science posters: position posters, another way to get students engaged. Students pick their own topic and then present the scientific evidence for their topics and come to a conclusion of their own. Choosing their own topics encourages them to become more invested in the process of completing the poster, and overall, students enjoy the learning process.

Invasive species, defined as exotic species that reach pest status, are major threats to global biodiversity. Although invasive species can belong to any taxonomic group, general characteristics such as rapid growth and reproduction are shared by many invasive species. “Invented Invaders” is a collaborative activity in which students invent and draw the “perfect” invasive species, made up of a combination of characteristics of actual invasive species in their geographic region. Students then list sustainable ways to control or manage the invented invader. This activity engages students and educates them about a continuing global problem while encouraging creativity and advocacy for the environment.