ࡱ> !# % bjbj%% )HGGIZl  EEE8F<RF| |HH"HHHQQQ$ ( QQQ@QQ(UHH=UUUQH@ 8HUQUUX*tL%~ x HH  :;EvRҙS0ڜ,6TU Michigan Department of Labor and Economic Growth Office of Adult Education and Commission on Spanish Speaking Affairs General Educational Development Curriculum Framework Science Science Content Standard The adult learner is able to use scientific knowledge, concepts, principles, and technology in a variety of academic and real-life situations.  Level (EFL): Adult Secondary Education (GED) Strand A: Life Science Objective 1.0 Applies an understanding of cells to the functioning of multi-cellular organisms and explains how cells grow, develop, and reproduce. (Cells)Benchmarks The adult learner is able to:Examples of How and Where Adults Use This SkillExplain how multi-cellular organisms grow based on how cells grow, develop, and reproduce. Process of mitosis, meiosis, and differentiation and how they relate to growth in a multi-cellular organism How respiration provides energy for making cell components Chemical composition of cells and how products from outside the cell are used as the building blocks by the cell to synthesize more complex chemicals Understanding of how growth of multi-cellular organisms is the result of an increase in the number of cells rather than just an increase in their size The adult learner understands the basic process of growth for plants and animals. Family Compare and contrast a plant with an animal. Workplace Conduct an experiment to determine the effects of light, noise, and temperature on worker efficiency. Community Create an ecosystem of at least 5 species and document how environmental changes affect each species. Compare and contrast ways in which selected cells are specialized to carry out particular life functions, such as red blood cells, white blood cells, muscle cells, nerve cells, root cells, leaf cells, stem cells, etc. The adult learner identifies different types of cells and how they are needed to maintain life. Compare and contrast cells with different functions using real-life examples. Determine how cells are specialized to perform specific tasks by relating cell structure to cell function such as an increase in white cells often implies an infection in the body. Observe and explain differences between plant, animal, and bacterial cells. Interpret and apply information from graphs, tables, charts, and process diagrams. The adult learner uses different types of graphic literacy in real-life situations. Use information from graphs and charts seen in health journals or from materials obtained from physicians offices to make decisions regarding health issues. Create and prepare a timeline that shows the history of medical treatments for specific diseases. Objective 2.0 Uses classification systems to describe groups of living things; compares and contrasts differences in the life cycles of living things; investigate and explains how living things obtain and use energy; and analyzes how parts of living things are adapted to carry out specific functions. (Organization of Living Things)Benchmarks The adult learner is able to:Examples of How and Where Adults Use This SkillClassify major groups of organisms in order to understand the dynamic (changeable) nature of our classification system as systems evolve. The adult learner understands that living things change due to changes in the environment. Identify and describe the characteristics used to place organisms into each kingdom. Use graphs and charts to locate a specific living organism and its classification, e.g., to which kingdom a specific organism belongs.Describe the life cycle of an organism associated with human disease. The adult learner recognizes the cause and duration of certain diseases is based on an organisms life cycle. Research and discuss the life cycle of a disease-causing organism seen in real-life situations, such as lyme disease (ticks), malaria (mosquitoes), and other parasites. Demonstrate graphic literacy by diagramming the stages of the life cycle for a human disease-causing organism. Produce a short description of each stage in a selected organisms life cycle. Explain the process of food storage and food use in organisms. The adult learner comprehends the need for some type of food source by all organisms. Describe how food produced by photosynthesis is distributed to cells as a form of stored energy and then converted to a useful form of energy in a chemical reaction involving oxygen (aerobic respiration). Describe how the energy in food can be stored by organisms and used for energy in the future, such as maple tree-maple sap, potato-starch, honeybee-honey, cow/beef-milk. Understand the connection between food storage and food use in real-life situations, such as the reason for weight fluctuation and increased respiration rates when exercising. Explain how living things maintain a stable internal environment (homeostasis). The adult learner recognizes that a stable internal environment is necessary for healthy living. Use real-life experiments to show how an organisms internal environment responds to change, such as perspiring when exercising in order to cool ones system, becoming thirsty when one exercises, producing goose bumps when chilled, etc. Discuss the way in which one can obtain a healthy lifestyle, such as exercise, controlled diets, good mental health, health monitoring and screening activities (cancer prevention and early detection are often associated with the following tests - pap smear, mammogram, PSA, colonoscopy). Objective 3.0 Investigates and explains how characteristics of living things are passed on through generations; explains why organisms within a species are different from one another; and explains how new traits can be established by changing or manipulating genes. (Heredity)Benchmarks The adult learner is able to:Examples of How and Where Adults Use This SkillExplain how characteristics of living things are passed on from generation to generation. The adult learner analyzes how specific traits or characteristics are inherited. Use a Punnett Square is used to predict the characteristics of possible offspring, given the gene combinations of the parents. Trace a trait from generation to generation (e.g., eye color, hair color, talents, such as music, or genetic disease/disorders, such as sickle cell anemia). Explain how new traits are established or modified. The adult learner understands that science is ever-changing and gene manipulation is now possible through scientific alteration. Discuss real-life events that have changed the role of heredity in the world, such as the cloning studies done in the animal kingdom and the future of cloning in the area of organ transplant. Objective 4.0 Explains how scientists construct and scientifically test theories concerning the origin of life and evolution of species; compares ways that living organisms are adapted (suited) to survive and reproduce in their environments; and analyzes how species change through time. (Evolution)Benchmarks The adult learner is able to:Examples of How and Where Adults Use This SkillDescribe what biologists consider to be evidence for human evolutionary relationships to selected animal groups. The adult learner understands that there are different theories regarding the origin of life. Analyze and interpret evidence supporting a progression from a common ancestry. List and discuss what biologists consider to be evidence that humans evolved from more primitive forms, such as skeletal remains from early times and the similarity of early human embryo states to other vertebrates. Analyze changes of a species. The adult learner identifies changes and the extinction of certain groups of living organisms. Identify living organisms that no longer inhabit todays world and the reasons for their extinction the survival of the fittest. Discuss todays environmental impact on current living organisms, such as pollution, green-house affect, over-population of regions, diseases, etc. Objective 5.0 Explains how parts of an ecosystem are related and how they interact; explains how energy is distributed to living things in an ecosystem; investigates and explains how communities of living things change over a period of time; describes how materials cycle through an ecosystem and get reused in the environment; and analyzes how humans and the environment interact. (Ecosystems)Benchmarks The adult learner is able to:Examples of How and Where Adults Use This SkillDescribe common ecological relationships between and among species and their environments biotic factors versus abiotic factors. Biotic factors are all the living things or their materials that directly or indirectly affect an organism in its environment, such as an organisms presence, interaction, and wastes, as well as disease, parasitism, and predation. Abiotic factors are those non-living physical and chemical factors which affect the ability of organisms to survive and reproduce, such as light, temperature, water availability, pollutants, etc. The adult learner explains the symbiotic relationship between life and its environment. Discuss real-life situations of biotic and abiotic factors such as the impact of an oil spill (abiotic) on marine life (biotic) and possible outcomes on other segments of the environment. Explain how energy flows through familiar ecosystems. The adult learner recognizes the need for energy within an ecosystem in order for it to survive. Construct a process diagram showing the energy relationship in an ecosystems food web/chain. Understand how energy is obtained by different life forms, thus resulting in a food chain system. An example would be humans who consume meat, vegetables, etc. (parts of other food chains). Analyze how energy transformation and the cycling of matter in ecosystems are related, such as manure becomes fertilizer in order to improve the soil in which crops are planted. Describe general factors regulating population size in ecosystems, such as weather, disease, predation, and migration. The adult learner uses information regarding the ecosystem in daily life. Identify the environmental (biotic or abiotic) factors that may affect the carrying capacity of a population. Predict the effect of ecological change on an environment, such as why cities may increase or decrease in population due to climate, weather factors (hurricanes, tsunamis, floods), pollution (factories, smog), and migration. Describe responses of an ecosystem to events that cause it to change. The adult learner identifies real-life changes in todays ecosystem and their effect on the living environment. Produce a timeline showing the changes over time in the environment (ecological succession). Discuss the effects of ecological changes on the environment, such as soil erosion, forest destruction, volcanic eruption (Mt. St. Helen), earthquakes, and the greenhouse effect (global warming). Explain the relationship between the stability of an ecosystem and its biodiversity (organisms can adapt, migrate, or die). Describe how carbon and soil nutrients cycle through selected ecosystems. The adult learner understands how plants and animals depend on specific ecological systems. Experiment with growing plants using different types of soils and fertilizers, as well as varying amounts of sunlight and water. Describe how plants and animals use organic compounds for growth, maintenance, and reproduction (include respiration and photosynthesis). Illustrate how these compounds are broken down (decomposers) and cycled through the living and non-living parts of the environment. Explain the effects of agriculture and urban development on selected ecosystems The adult learner analyzes how the ecosystem impacts their existence. Find articles in the media that deal with the effects of current agriculture and urban development. Identify the specific impacts of agriculture, manufacturing, recreation, and urban development on ecosystems. Research how decisions that impact the environment are made by governments and businesses. Debate the value of protecting the environment vs. the economic impact of those decisions. Discuss how natural resources can be protected and used at the same time.  Michigan Department of Labor and Economic Growth Office of Adult Education and Commission on Spanish Speaking Affairs General Educational Development Curriculum Framework Science Science Content Standard The adult learner is able to use scientific knowledge, concepts, principles, and technology in a variety of academic and real-life situations.  Level (EFL): Adult Secondary Education (GED) Strand B: Physical Science (Physics and Chemistry) Objective 1.0 Measures and describes the things around us; explains what the world around us is made of; identifies and describes forms of energy; and explains how electricity and magnetism interact with matter. (Matter and Energy)Benchmarks The adult learner is able to:Examples of How and Where Adults Use This SkillAnalyze properties of common household and agricultural materials in terms of risk/benefit balance. The adult learner evaluates the effect of common products on his/her daily life. Identify a common product used in the home, such as weed killer, and research the risks versus the benefits of using the product. Read labels on cleaning products used in the home and discuss the warnings versus the suggested uses of such products. Identify properties of common families of elements, including how elements differ in terms of the structural parts and electrical charges of atoms. The adult learner locates and identifies the different elements on a periodic table. Recognize the characteristics and general categories/families of elements listed on the periodic table. Identify an element by the different labels used: atomic number (top number), elements symbol (large letter in the middle of the square), atomic mass (the number below the elements name). Compare and contrast the different charges and proton numbers of different elements by using the periodic table. Explain how current is controlled in simple series and parallel circuits. The adult learner understands how electrical current produces electricity. Construct simple series circuits and parallel circuits using wires, bulbs, motors, switches, and batteries as used in the construction trades. Discuss the safety reasons for fuses and circuit breakers as found in basic household wiring, automobile wiring, flashlights, tree lights, and power lines. Describe how electric currents can be produced by interacting wires and magnets and explain applications of this principle. The adult learner understands how electricity is produced at one site and sent via wires to other sites. Explain how a wire moving through a magnetic field creates an electric current in the wire (generators, alternating current, direct current). Interpret and apply information from graphs, tables, charts, and process diagrams. The adult learner uses graphic literacy in real-life situations in the areas of physics and chemistry. Use graphics and process diagrams to install a ceiling fan, replace fuses/circuit breakers, insert timers onto the electrical system. Identify and comprehend different graphic displays regarding physical sciences, such as reading meters, installing equipment, using periodic tables. Objective 2.0 Investigates, describes, and analyzes ways in which matter changes; describes how living things and human technology change matter and transform energy; explains how visible changes in matter are related to atoms and molecules; and how changes in matter are related to changes in energy. (Changes in Matter)Benchmarks The adult learner is able to:Examples of How and Where Adults Use This SkillExplain chemical changes in terms of the breaking of bonds and the rearrangement of atoms to form new substances. The adult learner recognizes that substances can be altered chemically. Read labels that provide warnings regarding combining certain elements that can result in a caustic mixture, such as combining ammonia and chlorine bleach, different types of fertilizers, household chemicals, etc. Explain why mass is conserved in physical and chemical changes. The adult learner recognizes that regardless of the change in matter, the mass remains constant. Recognize that the mass before and after physical and chemical change is equal, such as water that is changed to steam continues to have the same mass. Understand the difference between mass and weight. Mass is the amount of matter in an object whereas weight is a measure of the force of gravity acting on an object. Explain the laws of motion and forces and demonstrate how each works in a real-life situation. The adult learner understands and is able to use the basic laws of motion and forces. Define each of Newtons three laws of motion. Identify real-life examples of how each law is used, such as the reason for wearing seat belts, why coffee spills when one stops suddenly, why a grape and an orange that are dropped from the same height and at the same time, land at the same time, etc. Describe different types of energy transformations, such as physical, chemical, and nuclear. The adult learner understands different types of energy systems. Identify the use of nuclear power in todays world in such areas as submarines, electrical power, and medicine. Describe the effects of long-term radioactivity on the human body, such as x-rays. Identify a real-world situation using each type of energy source, such as physical energy when exercising, chemical energy is used when things decompose, nuclear energy is used as one power source for electricity. Explain changes in matter and energy involving heat transfer.The adult learner identifies real-life situations using different types of energy. Discuss how conduction (conventional), convection, and microwave ovens work. Show how heat moves from a warm zone to a cooler zone through such real-life situations as hot-air balloons and the use of heat in a building.  Michigan Department of Labor and Economic Growth Office of Adult Education and Commission on Spanish Speaking Affairs General Educational Development Curriculum Framework Science Science Content Standard The adult learner is able to use scientific knowledge, concepts, principles, and technology in a variety of academic and real-life situations.  Level (EFL): Adult Secondary Education (GED) Strand C: Earth and Space Sciences Objective 1.0 Describes the Earths surface; describes and explains how the Earths features change over time; and analyzes effects of technology on the Earths surface and resources. (Geosphere)Benchmarks The adult learner is able to:Examples of How and Where Adults Use This SkillExplain the origin and evolution of the Earth system, including surface features of the earth and different theories regarding their origin. The adult learner uses information about the earths origin and evolution to apply to real-life situations. Discuss different theories regarding the origin of the Earth system, including the Big-Bang theory and evolution. Explain how different theories could have been responsible for surface feature formations, such as the Ice Age Theory could be responsible for the formation of the Great Lakes region and the Grand Canyon and the Plate Tectonics Theory could be responsible for the formation of mountains and glaciers. View pictures of natural occurrences, such as glaciers, earthquakes, and volcanic activities, and discuss why they occur and how they could change the earths surface. Locate different surface features of the earth using topographical maps. Hypothesize what climatic changes may have occurred to produce specific ages, such as the Ice Age and the potential age resulting from the green house effect. Explain how common objects are made from Earth materials and why Earth materials are conserved and recycled. The adult learner recognizes that natural resources are limited and that conservation methods are needed. Identify different resources that are rapidly disappearing and how they can be conserved, as well as what alternatives are available to replace them. Develop a recycling activity that assists the class in conserving the earths natural resources. Discuss ways that consumers can slow the depletion of natural resources, i.e. fuel efficient cars, recycling, turning off light-switches, etc. Develop a graphic display of the use of a specific resource by the class, such as how much gas is used in a vehicle in any given week. Evaluate alternative long-range plans for resource use and by-product disposal in terms of environmental and economic impact. The adult learner understands the impact of pollution on the environment and possible ways to be part of the solution. Develop a pollution-prevention campaign in the community that focuses on the effect of pollution on the environment and how each person can positively impact a change. Research a natural resource and assess the impact of pollution on that resource (manufacturing waste being put into the river system, Clean-Air Act, fertilizer and pesticides in the soil, depletion of the rainforest for use in construction, etc.) Interpret and apply information from graphs, tables, charts, and process diagrams.The adult learner uses maps, charts, and tables dealing with earth and space science. Read weather maps and apply information to daily life. Use maps of space to locate different stars, planets, etc. Compare and contrast size and distance of planets using a chart. Objective 2.0 Describes the characteristics of water and demonstrate where water is found on Earth; describes how water moves; and analyzes the interaction of human activities with the hydrosphere. (Hydrosphere)Benchmarks The adult learner is able to:Examples of How and Where Adults Use This SkillDescribe how human activities affect the quality of water in the hydrosphere. The adult learner recognizes the importance of protecting the hydrosphere of the earth. Predict how human activities at one location often have adverse affects on other locations. Examples: farming, industry, sewage disposal, toxic waste disposal. Compare, contrast, and evaluate various methods of purifying water. Explain how water is one important energy source for the earth. The adult learner understands how water is used as an energy source, as well as a natural resource. Research how water is used as an energy source in the local community. Discuss water restrictions that have been personally experienced, such as not being able to water a yard in the summer or wash ones car. Identify other systems of energy that are provided by the earths natural resources (i.e., wind, sun, fossil fuels). Objective 3.0 Investigates and describes what makes up weather and how it changes from day to day, from season to season, and over long periods of time (climate); explains what causes different kinds of weather; and analyzes the relationships between human activities, the atmosphere, and the resulting geochemical cycles. (Atmosphere and Weather)Benchmarks The adult learner is able to:Examples of How and Where Adults Use This SkillExplain how interactions of the atmosphere, hydrosphere, and geosphere create climates and how climates change over time. The adult learner recognizes that climate is not constant, but changes dependent on different atmospheric and geochemical cycles. Identify examples of climate change and how it relates to real-life situations (i.e., El Nino and La Nina are viewed as affecting the warming of the planet, the Ice Age was viewed as changing the topographical structure of the earths surface as well as a change in the life forms seen). Read maps that depict latitude/longitude, altitude, and different types of topographical elements such as mountain ranges, lakes, rivers, deserts, etc. Describe and explain general weather patterns and the effect of air movement in the atmosphere. The adult learner understands how systems affect daily weather. Explain how changes in the weather result from the movement of air masses, warm and cold fronts, pressure systems, and prevailing winds. Use reports of weather forecasts to predict local weather for the day as well as a five-day forecast. Understand the favorable conditions for certain weather patterns such as hurricanes, tornadoes, blizzards, torrential rain falls, etc. Apply information received from weather reports that are televised and heard on the radio, weather tracking maps, and forecasts from the newspaper. Identify basic weather symbols used on maps and in forecasts. Explain the impact of human activities on the atmosphere and explain ways that individuals and society can reduce pollution. The adult learner identifies ways in which to be a better consumer in order to decrease the negative impact of society on the atmosphere. Identify those industries that are major contributors to air pollution. Analyze the general impact that corrective measures would have on the polluting industry and the cost of their products. Give examples of how daily activities can both positively and negatively affect air quality. Examples of human activities that negatively affect the atmosphere include: use of aerosol spray cans, discharge from smoke stacks, car exhaust, burning leaves and wood in stoves and fireplaces, climate change, global warming. Actions of human activities that positively affect the atmosphere include: turning off lights, turning down heat, tuning up cars, filling tires, driving at consistent speeds, mandating higher fuel efficiency, energy saving from recycling. Objective 4.0 Compares and contrasts our planet and Sun to other planets and star systems; describes and explains how objects in the solar system move; explains scientific theories as to the origin of the solar system; and explains how we learn about the universe. (Solar System, Galaxy, and Universe)Benchmarks The adult learner is able to:Examples of How and Where Adults Use This SkillCompare our sun to other stars. The adult learner understands the importance of the sun on our solar system. Discover other stars in our system and compare and contrast them with the sun most stars have common characteristics. Identify ways in which the sun supports the solar system gravitational pull, light, heat, etc. Describe the position and motion of our solar system in our galaxy and the overall scale, structure, and age of the universe, including how stars and planetary systems form. The adult learner understands different theories of the origin and evolution of the universe. Explain the Big Bang Theory and compare it to other theories of the origin of the universe. Discuss how new planets, stars, and systems are being discovered. Explain how a star or planet is formed through nuclear fusion smaller atoms combine to make larger ones, thus releasing enough energy to form a star. Write a diary about a futuristic travel to another star system. Explain how technology and scientific inquiry have helped us learn about the universe. The adult learner uses the scientific method in order to better understand the universe in which he/she lives. Use basic scientific tools, such as a telescope, to explore the different planetary and star systems. Identify different technological advances that have allowed man to test hypotheses and expand the worlds knowledge of the universe, such as the Hubble Telescope and space exploration. Visit observatories, planetariums, and space museums to expand ones knowledge, such as viewing a meteorite or moon rock or a new planet/galaxy.  Michigan Department of Labor and Economic Growth Office of Adult Education and Commission on Spanish Speaking Affairs General Educational Development Curriculum Framework Science Science Content Standard The adult learner is able to use scientific knowledge, concepts, principles, and technology in a variety of academic and real-life situations.  Level (EFL): Adult Secondary Education (GED) Strand D: Unifying Concepts and Processes Objective 1.0 Analyzes claims for their scientific merit and explains how scientists decide what constitutes scientific knowledge; how science is related to other ways of knowing; how science and technology affect our society; and how people of diverse cultures have contributed to and influenced developments in science. (Reflecting on Scientific Knowledge)Benchmarks The adult learner is able to:Examples of How and Where Adults Use This SkillJustify plans or explanations on a theoretical or empirical basis. The adult learner recognizes weakness in scientific arguments that are presented through the media. Identifies fact versus opinion when listening to commercials regarding anything from medicine to a cars fuel efficiency. Uses scientific research prior to accepting a statement as fact, such as voting for a bill that supports a nuclear power plant in the area as being safe. Understands the medias use of marketing strategies such as small or incorrect data sampling, conclusions not supported by evidence, perceived celebrity support of products, limitations of products. Describe some general limitations of scientific knowledge. The adult learner recognizes that scientific knowledge is not always conclusive. Identify different theories of science that are no longer accepted due to new discoveries and inventions. Discuss the changes in scientific research regarding a specific area such as the changes in the food pyramid and what constitutes good nutrition. Recognize need for staying up-to-date with basic scientific knowledge regarding ones personal health and new findings regarding cures for certain diseases. Interpret and apply information from graphs, tables, charts, and process diagrams.The adult learner uses graphics to make scientific decisions in daily life. Read graphs that are produced in scientific reports, as well as in flyers regarding products and their possible effects, such as the latest medicine for depression and its possible side-effects.  Michigan Department of Labor and Economic Growth Office of Adult Education and Commission on Spanish Speaking Affairs General Educational Development Curriculum Framework Science Science Content Standard The adult learner is able to use scientific knowledge, concepts, principles, and technology in a variety of academic and real-life situations.  Level (EFL): Adult Secondary Education (GED) Strand E: Science as Inquiry Objective 1.0 Asks questions that help them learn about the world; designs and conducts investigations using appropriate methodology and technology; learns from books and other sources of information; communicates findings of investigations using appropriate technology. (Constructing)Benchmarks The adult learner is able to:Examples of How and Where Adults Use This SkillAsk questions that can be investigated empirically. The adult learner formulates questions that can be investigated using: testing, measuring, data gathering, observing, and acquiring verifiable information. Keep a food diary in order to assess the amount of protein, carbohydrate, and fat consumed in order to develop a better dietary plan. Identify a community environmental problem, list several proposed solutions, and evaluate the consequences to each faction within the community. Design and conduct scientific investigations using the scientific method: form a hypothesis, design a test or an experiment with a control, analyze the data generated, form a conclusion based on the data and hypothesis, and evaluate the outcome to see what changes may need to be made or to accept the process. The adult learner uses the scientific method in real-life situations when provided with a problem to solve. Implement the scientific method to solve a community problem that has been identified, such as excessive water consumption during the dry season. Use the problem-solving method for a personal problem to see if it works such as setting up a homework schedule. Gather and synthesize information, including books, the Internet, and different media sources. The adult learner uses a variety of resources to solve problems. Locate different scientific resources in the community that can be used to solve problems. Use electronic resources and search engines to locate current information.  Michigan Department of Labor and Economic Growth Office of Adult Education and Commission on Spanish Speaking Affairs General Educational Development Curriculum Framework Science Science Content Standard The adult learner is able to use scientific knowledge, concepts, principles, and technology in a variety of academic and real-life situations.  Level (EFL): Adult Secondary Education (GED) Strand F: Science and Technology Objective 1.0 Analyzes claims for their scientific merit and explains how scientists decide what constitutes scientific knowledge; how science is related to other ways of knowing; how science and technology affect our society; and how people of diverse cultures have contributed to and influenced developments in science. (Reflecting on Scientific Knowledge)Benchmarks The adult learner is able to:Examples of How and Where Adults Use This SkillExplain the social and economic advantages and risks of new technology. The adult learner evaluates the benefits that technology provides and the risks that it presents. Identify an appliance used in the home and the positive and negative implications of the appliance. An example would be the television which has provided massive amounts of information and entertainment, but also often acts as a babysitter for children. Describe ways in which technology has affected the work environment and how increasing technology has affected the workforce. Compare and contrast the benefits and risks of genetic engineering. Interpret and apply information from graphs, tables, charts, and process diagrams.The adult learner uses technology in his/her daily life to obtain information. Use the Internet to access graphic information on a specific scientific topic such as the solar system or daily weather forecasts.  Michigan Department of Labor and Economic Growth Office of Adult Education and Commission on Spanish Speaking Affairs General Educational Development Curriculum Framework Science Science Content Standard The adult learner is able to use scientific knowledge, concepts, principles, and technology in a variety of academic and real-life situations.  Level (EFL): Adult Secondary Education (GED) Strand G: Science in Personal and Social Perspectives Objective 1.0 Analyzes claims for their scientific merit and explains how scientists decide what constitutes scientific knowledge; how science is related to other ways of knowing; how science and technology affect our society; and how people of diverse cultures have contributed to and influenced developments in science. (Reflecting on Scientific Knowledge)Benchmarks The adult learner is able to:Examples of How and Where Adults Use This SkillShow how common themes of science and technology apply in real-world contexts. The adult learner recognizes that science is part of everything one does in daily life and should be the basis of social policy. List all of the ways in which science is used during a day. List the ways in which science integrated with technology is used in the workplace, at home, and in the community. Identify how sound social policy regarding issues must be based on a thorough understanding of science, such as recycling requires that individuals understand which resources are renewable and which are not, in addition to understanding how materials flow through an ecosystem. Interpret and apply information from graphs, tables, charts, and process diagrams.The adult learner uses graphic literacy to make sound decisions regarding social issues that they face in adult life. Research the Internet for current information regarding a current social issue in the community. Understand graphs that are used in community and governmental documents, such as water table charts, land surveys, etc.  Michigan Department of Labor and Economic Growth Office of Adult Education and Commission on Spanish Speaking Affairs General Educational Development Curriculum Framework Science Science Content Standard The adult learner is able to use scientific knowledge, concepts, principles, and technology in a variety of academic and real-life situations.  Level (EFL): Adult Secondary Education (GED) Strand H: History and Nature of Science Objective 1.0 Understands human aspects of science, aspects of scientific inquiry, and the role of science in the development of diverse cultures over time. (History and Nature)Benchmarks The adult learner is able to:Examples of How and Where Adults Use This SkillDiscuss the historical development of key scientific concepts and principles. The adult learner understands that science is influenced by scientists and researchers as well as by the accurate reporting of methods and outcomes. Understand the ethics of science and its impact on data when using the inventions of science in daily life, such as why certain diets/medicines are initially approved and then why future research changes prior findings. Understand the purpose for certain scientific discoveries based on historic perspective, such as the use of atomic weapons during wartime, the invention of vaccinations for such diseases as malaria, polio, AIDS, etc. Identify personal preference for personal research, i.e. stem cell, and compare with classmates the different areas requested and the importance of each in a hierarchy of need.   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