I would recommend that you use Praat's pitch tracking function to provide a visualisation of pitch (see footnote below). The blue line in the figure below shows first a rise in pitch, followed by a long trough of low pitch, and finally another rise.
To make it more interactive, you could have your students record themselves reading the same sentence as a statement, a neutral information-seeking question, a surprised question, an incredulous question, with different emotions etc. and then ask them to compare the visualisation of their intonation using Praat - first the different readings by the same speaker, then in group work similar pronunciations by different speakers.
There are slight technical challenges here, depending on your and your students' technical expertise. They need to work with Praat's recording function (or other software), and preferably use headset microphones. Also, women have higher pitch than men (plus there are differences between individuals), so the upper and lower ceiling of the the pitch tracking algorithm might need to be adjusted individually in Praat. But that should be doable with most Bachelor level or more advanced students.
Your students might also compare their intonation in a foreign language they speak/are learning with that of a native speaker. This idea comes from an an article by Ulrike Gut, which unfortunately is available only in German - but I think you get the idea.
Footnote: Actually, pitch is a perceptual phenomenon, and fundamental frequency is its acoustic basis, but depending on the previous knowledge of your students you might not want to dwell on that for too long.