Students in a mixed majors undergraduate microbiology class often struggle with basic genetics concepts, generating gaps in their overall understanding of genetics. This can be a result of employing the traditional block style of instruction that focuses on teaching skills and concepts one topic at a time. Here I present a simple, yet innovative active learning model that uses interleaving teaching techniques in a 5E learning cycle. The genetics module starts with the concept of 'central dogma of genetics' in an inquiry-based manner to increase student curiosity, while making links to the students' prior knowledge of genetics (1st E-Engage). This is followed by a 'genetics puzzle' activity that engages students in their own learning through deciphering the genetic code in small groups (2nd E-Explore). Gene expression regulation in bacteria through operons is taught through instructor modelling and a student drawing activity (3rd E-Explain). Next, students delve further into inducible and repressible operons through instructional videos, think-pair-share activities and problem-based learning (4th E-Elaborate). Lastly, students evaluate their own learning by completing activities throughout the learning cycle intermixed with instructor-led assessments (5th E-Evaluate). This lesson addresses concepts identified in The American Society for Microbiology Recommended Curriculum Guidelines for Undergraduate Microbiology.