Perhaps the most important concept that I learned is that process is more important that fact retrieval in science education. I know that even though I am not a biologist, I can teach science. I have a better understanding for the subject than I had at the beginning of the week. It is my job as a teacher to get the students to be the experts by learning how to think and learn as scientists. I think I can begin to do that now in my classroom.
- SFUSD teacher
The things that I learned this week are more valuable to me than any other science courses I’ve taken throughout my schooling. This also might be the case because everything that I learned can be used in the classroom that I teach. It is meaningful and it’s something I could take ownership in and be proud of.
- SFUSD teacher
This 30-hour course is grounded in the California Science Content Standards and is an exploration of core concepts in biology.
Teacher participants investigate…
- common structures and their functions in living things
- nutrition and excretion
- development of an organism from an embryo
- movement and sensation
And learn to…
- conduct investigations
- design experiments
- analyze data and make conclusions
- discuss results with peers
- think critically
- use strategies to engage all learners in science and support English language development through science
An article based in part on the Architecture of Life course is "Injecting Inquiry into Photosynthesis Investigations," Science Scope, September 2008 by Irene Salter, Rebecca Smith, and Katherine Nielsen.
Architecture of Life may be offered in 2013. Check back for updates.