A biochemistry class was transformed to implement student-centered, active-learning pedagogies to help improve competencies associated with the scientific method. In responding to the COVID-19 pandemic, the course content switched from the biochemistry of nucleic acids to the science of the newly discovered virus, SARS-CoV-2. This provided a unique opportunity to model authentic science inquiry through cycles of questioning, investigating, assessing, and critical thinking on a rapidly evolving, interdisciplinary topic. This learning experience helped enhance science literacy, supported self-directed learning and curiosity, and emphasized the importance of evaluating information sources to recognize misinformation.