For anyone teaching or learning DNA barcoding, here's an article describing three 1.5-hour introductory lesson outlines for high school students, designed as part of a two-week summer school program in Hawai'i. The lessons are focused around the DNA barcoding of algae but could also be adapted for other organismal groups. The lesson outlines focus more on understanding the processes of PCR and DNA barcoding rather than hands-on lab work, so they could be reproduced without any lab equipment and using free software, or run remotely. They also emphasise the importance of other taxonomic information as part of the identification, so they could be tied in with a broader curriculum involving morphology- or ecology-based identification. A key part of the lessons is an inquiry activity of characterising an unknown algal specimen using DNA barcoding and morphological or ecological data, using a “claim, evidence, and reasoning” framework. Importantly, students are encouraged to take charge of the investigations to allow as much student ownership of the research as possible. The article also includes marking criteria for desired learning outcomes - useful for teachers and also learners! You can find the article here: Tateno-Bisel & Perez (2022). Teaching DNA Barcoding for the Identification of Algae. In: S. Seagroves, A. Barnes, A.J. Metevier, J. Porter, & L. Hunter (Eds.), Leaders in effective and inclusive STEM: Twenty years of the Institute for Scientist & Engineer Educators. UC Santa Cruz: Institute for Scientist & Engineer Educators (pp. 261–272). buff.ly/3BEPl9q