Science education as it is taught in the twenty-first century primarily focuses on scientific literacy, specifically on the process of science and how it can be applied. Most process-driven pedagogical tools are based on hypothesis-driven science, in which the hypothesis is the focal point. In descriptive science, the focal point is the organization of data, leading ultimately to the formation of questions and hypotheses. This technique helps students through the process of data collection, organization, and application without the use of scientific terminology. The students are led through the process using common objects, and then required, as a homework assignment, to collect, organize, and apply their own data. By using this simple, repetitive technique, students will see how a classical scientific field (taxonomy) can be applied to modern life situations.

The tree of life provides a fundamental roadmap to understanding biodiversity, yet requires integration across scales of the biological hierarchy and a unique set of tree thinking skills. This combination can be challenging for undergraduates at the introductory level because of their preconceptions regarding distinct fields of biology compounded by the unique structure of phylogenetic trees. To address these two challenges while providing an undergraduate research opportunity, we developed an activity for introductory biology students that integrates molecular, organismal, and evolutionary biology. This activity relies on woody plant identification, comparative morphology, and DNA sequence analysis to teach students how to reconstruct and interpret phylogenetic trees. After building separate phylogenetic hypotheses using morphological characters and molecular data, they compare their results with a master Tree of Trees to identify instances of homology and homoplasy. After delivering this activity, the majority of students scored the activity as “helpful to very helpful” in increasing their understanding of these concepts. Overall, we deliver a framework for developing comparable Tree of Trees–type activities that leverage students' interests in familiar organisms and requires them to span scales of the biological hierarchy while improving their tree thinking skills.

Insects have extraordinary species richness: over a million species have been identified, and even more await discovery and classification. Given their abundance and diversity, insects are excellent teaching tools for science classrooms. However, accurate insect identification can be especially challenging for beginning students. Accordingly, we have developed a dichotomous key that both precollege and university instructors and students can use efficiently to correctly identify 18 taxonomic orders of insects. Our key was developed to target insects most commonly encountered throughout the coastal southeastern United States, but it can easily be adapted to other regions. This key is novel in that it incorporates not only adult insects but also their immature stages. In addition, we included insects that are likely to be collected in all seasons, facilitating implementation in the classroom throughout the academic year.

In the summer of 2009, as an RET (Research Experience for Teachers), I joined the research team studying Echinacea angustifolia by assisting with ongoing research. I also prepared botanical collections for my classroom. These collections consist of flowering botanical specimens and prepared slides of fresh pollen from each plant. Digital images of fresh pollen from these plants were captured to build an online digital pollen library. A portion of the online pollen images serves as an original dichotomous key to be constructed by students in 10th grade Biology. This article describes the field activities of the research team and the process for the plant and pollen collection as well as instructions for the pollen lesson implementation. The national content standards (9——12) for history and nature of science involved are G.1: ““Develop an understanding of science as a human endeavor”” and G.2: ““Develop an understanding of the nature of scientific knowledge.””

Plant compensatory growth is a phenomenon of exaggerated vegetative growth that occurs in plants as a result of mechanical damage (e.g., cutting or browsing). Because shoots, leaves, and other plant parts grow larger on plants undergoing compensation, they typically fall outside of the normal ranges given in plant identification keys and confuse students who are attempting to classify them. Here, we describe the conundrum faced by students collecting compensatory materials and offer suggestions on how to help students identify their ““plant-in-hand”” and how to seize a teaching moment to examine and explain the underlying processes that lead to this fascinating plant response.