Science education often fails to address the actual range of adolescents' interests. One such interest is music. Research shows that young people devote large amounts of time and money to music. By tapping into students' interest in music, affective outcomes can be achieved in the biology classroom. This article describes a project-based learning activity that studies the influence of music on seed germination. Part of the student project is to conduct a literature search on the influence of music on plants, and possibly also on people (its biological, psychological, and social effects). The project is contextualized in the indigenous practice of making music while planting crops. There is a growing body of literature suggesting that music can improve crop yields. Students are required to follow the key features of project-based learning to plan and execute an inquiry to determine the influence of music on seed germination. Students undertaking a literature study will find research showing that music affects the viscosity of the plasmalemma and the availability of intercellular Ca 2+ , which, in turn, influences the activity of membrane-based enzymes. This can lead to larger amounts of water, nutrients, and growth regulators entering the plant cell. The article also reflects on data obtained from high school biology students as they engage in the learning activity.

Students in a high school biology class were introduced to the case of “Marcus” (a pseudonym), a high school football player who collapsed on the football field during a game and was rushed to the emergency room with various symptoms. Throughout the two-week, project-based unit, students worked in cooperative groups to diagnose Marcus, learning about various inherited diseases and heat-related ailments that might impact young athletes. This unit integrates ultrasound technology into the classroom as a teaching and diagnostic technique and introduces students to health science careers. Student groups work to produce a final product that is presented to a public audience (e.g., parents, teachers, coaches) to increase their awareness of the science content underlying the causes of sudden collapses in young athletes. This learning experience ended with students individually writing a letter to Marcus's family explaining his diagnosis and the related biology concepts.

Many teachers who assign scientific research projects to students require them to present their research to their classmates. Although it is important for science students to develop research presentation skills, it is questionable whether class presentations are an effective learning tool for audience members. In this article, we describe a dynamic and interactive presentation exercise that can be used for either formative or summative assessment, which challenges students to share their expertise with their peers via a unique motivating structure. Students practice their presentation skills while engaging authentically in a process of developing crosscutting, interdisciplinary fundamental scientific questions that integrate scientific theory and practice. This exercise may be useful in science courses in which students are expected to critically and creatively engage in and reflect upon scientific processes and content.

Astrobiology seeks to understand life in the universe through various disciplines and approaches. Astrobiology not only provides crosscutting content, but its study supports the three dimensions of learning promoted by the Next Generation Science Standards. While astrobiology research has been progressive and has accomplished great feats for science and society, astrobiology education in schools and colleges has lagged behind astrobiology research. Astrobiology can be used in the classroom as an engaging context for the Socratic method or in long- or short-term projects to encourage higher-order thinking.

Students must learn content knowledge and develop scientific literacy skills to evaluate and use scientific information in real-world situations. Recognizing the accessibility of scientific information to the average citizen, we developed an instructional approach to help students learn how to judge the quality of claims. We describe a project-based applied learning (PAL) approach that utilizes engaging questions about biological issues relevant to students. Working through these projects, students are challenged to evaluate sources of information and communicate their understanding of scientific claims. We discuss challenges that students encounter and offer suggestions for enacting this approach in a general-education college classroom.