ACAT Curriculum Alignment Science

ACYR Curriculum Alignment Science

Standard: The adult learner applies methods of science and technology toward the advancement of personal and community well being.

Pre-Literacy
Indicator A: Adult learners understand and use the processes of scientific investigation and scientific ways of knowing. They are able to design, conduct, describe and evaluate these investigations. They are able to understand and apply concepts that unify scientific disciplines. (Science as Inquiry)

1. Identify and use safe procedures in all science activities.
2. Formulate basic questions about objects, organizations, events and relationships in a natural and designed world	Evaporation Erosion
3. Organize (e.g., sort, classify, sequence) objects, organisms, and events by different characteristics.	Classifying Critters Interactive sorting Plants Parts Salad
4. State simple hypothesis about cause-and-effect relationships in the environment.	Egg Experiment Erosion
5. Perform simple measures and comparisons.	Oil Spill penny drop Mixtures
6. Observe and describe simple systems (e.g., ant farm, plant terrarium, aquarium).	Greenhouse effect in a bottle Ocean in a Bottle
7. State examples of scientific inquiry familiar from previous life experience.	class discussion

Indicator B: Adult learners understand the impact of science and technology on human activity and the environment as it relates to the past, present and future. (Science and Technology – Past, Present and Future)

1. Recognize that all people can and do participate in science and technology.	1
2. Identify careers that apply science and technology.	1	1
3. Identify ways that scientific technology affects our daily lives, jobs and recreation.	Energy House	1
4. Demonstrate the proper use of simple technology e.g. scales, balances, magnifiers, computers.	Consumer Testing	1

Indicator C: Adult learners understand the characteristics of living things and the diversity of life. Adult learners understand the interrelationships of matter and energy in living organisms and the interactions of living organisms with their environments. (Life Science)

1. Describe the differences between living and non-living things.	Living or Non-Living	1
2. Describe the basic needs of living organisms for survival.	Oxygen	1
3. Recognize and distinguish similarities and differences among diverse species.	Individuals Interactive sorting	11
4. Identify the various systems of the human body	Bones-Skeletal System The Heart	11

Indicator D: Adult learners understand the nature of matter and energy including their forms, the changes they undergo and their interactions. (Physical Science)

1. Identify the physical properties of objects.

Evaporation

Solid, Liquid, Gas

2. Describe the physical properties- length, mass, volume, temperature, texture, etc. common to various tangible objects.

Consumer Testing

3. Compare objects in terms of physical properties.

Plants Parts Salad

penny drop

Indicator E: Adult learners understand the composition, formative processes, and history of the Earth, the solar system and the universe. (Earth and Space Science)

1. Identify the basic phenomena and dynamics of common objects in the sky (e.g. sunrise, moon, stars).	the Planets Teacher’s Lab
2. Identify the position of the sun in relation to the nine planets.	the Planets
3. Identify basic weather phenomena and their effect on daily activities	London Fog Experiment
4. Identify basic earth materials (rocks, soils, water, and gases) and their common uses.	Solid, Liquid, Gas Soil Basics
5. Identify the major features of the earth’s surface (mountains, rivers, plains, etc.).	World in Spatial Terms go to room 1

Adult Basic Education (ABE) I

Indicator A: Adult learners understand and use the processes of scientific investigation and scientific ways of knowing. They are able to design, conduct, describe and evaluate these investigations. They are able to understand and apply concepts that unify scientific disciplines. (Science as Inquiry)

Plan, design, conduct, and report on the conclusions of a basic experiment. Plan and design an experiment. Predict the results of an experiment. Conduct an experiment and record data. Report through various means, the conclusions of an experiment.	London Fog Experiment Oxygen Temperature Experiment Connections 15-17
2. Recognize that when an experiment is repeated under the same conditions, the results are the same.	Oxygen London Fog Experiment Connections 15-17
3. Collect, sort, catalog, classify, observe, measure, sketch, interview, and survey scientific data.	Temperature Experiment Food Pyramid Game
4. Construct models (e.g., a volcano, a paper airplane, a solar system) that illustrate simple concepts and compare those models to what they represent.	Geoblox Volcano
5. Identify and record changes and patterns of change in a familiar system (e.g., solar system, aquarium, or any simple machine, such as a clock or bicycle).	Connections 184-7
6. Identify parts of a familiar system, and describe relationships among those parts (e.g., a bicycle, a park, a clock).	How a Car Engine Works Connections 185-7
7. Identify observable patterns in Adult learners’ lives and predict future events based on those patterns	Connections p.65,118,125,192	1
8. Explain how the form or shape of an object or system is frequently related to its use, operation, or function.	Proper Propeller Buoyancy	1
9. Distinguish between natural objects and objects made by humans.	1	1

1. Recognize that scientific contributions have been made by all kinds of people everywhere in the world.	Horizons 24-5 Discovery go to timelines
2. Describe the results of scientific inquiry in the world (e.g., a timeline of inventions, progression from simple to mechanized tools, understanding weather patterns).	Connections 105-7 Reconstructors
3. Explain how asking and answering questions are part of the process of scientific investigation and compare prior knowledge to the results of a scientific investigation.	Connections 15-17 Temperature Experiment	1
4. Identify occupations that require the application of science and technology.	Connections 92-3 Scientific Careers	1
5. Identify which resources are limited and which resources can be extended through recycling and decreased use.	Connections 74-5 Recycling paper
6. Describe how the application of science may be used to change the quality of life, for better or worse, for people.	Discovery Connections 92
7. Explain how physical environments change due to human activity (e.g., irrigation, dams / levees, offshore drilling).	People Changing the Environment Connections 75-77
8. Describe populations, resources, and environments (habitat, ecosystem, food chain), and explain interactions and interdependence among specific populations, resources, and environments.	Populations Changing over Time Connections 80-82
9. Identify and describe how technology (e.g., zipper, paper clips, computers) contributes to solving problems.	frog dissection Connections197-99

Indicator C: Adult learners understand the characteristics of living things, the diversity of life and how organisms change over time in terms of biological adaptations and genetics. Adult learners understand the interrelationships of matter and energy in living organisms and the interactions of living organisms with their environments. (Life Science)

1. Describe and explain cause-and-effect relationships in living systems.	Ecosystems Connections 82
2. Trace the life cycles of various organisms.	Life Cycle Connections 68-71
3. Identify the basic structures and describe the functions [of the basic structures] of plants and animals.	frog dissection Interactive sorting Horizons 23
4. Recognize that component parts make up the human body systems (e.g., digestive, muscular, skeletal), including major organs (e.g., lungs, heart, skin) within systems.	Science Video: Human Body U.S. video and handout
5. Recognize that offspring within families have both similarities and differences.	Science Video: Reproduction Heredity Connections 44-5, 97
6. Identify living versus non-living components within ecosystems and describe the interaction among the two.	Connections 81-2 Soil Basics
7. Describe relationships among various organisms in their environment (e.g., predator/prey, parasite/host, food chains and webs).	Photosynthesis (flash) Connections 219
8. Classify organisms according to common characteristics (e.g., bones, appendages).	Classifying Critters Turtle game- Darwin
9. Identify some characteristics that are common to all individuals of a species/group and recognize why there are differences and what they are.	Classifying Critters Connections 100
10. Explain that all organisms cause changes, some beneficial and detrimental, in the environments where they live.	Connections 75-77

Indicator D: Adult learners understand the nature of matter and energy including their forms, the changes they undergo and their interactions. (Physical Science)

1. Examine, describe, classify, measure and compare tangible objects in terms of common physical properties (e.g., length, mass, volume, temperature, size, weight, shape, texture, flexibility, color).	Glue Experiment Consumer Testing Connections 150-55
2. Create mixtures (e.g., salt and sand, iron filings and soil) and separate them based on differences in properties.	Separating Salt and Sand
3. Recognize that objects can be made of one or more materials.	Connections 75-9 Soil Basics Molecule Models
4. Demonstrate that light, heat, motion, magnetism and sound can cause changes.	Connections 139, 204-5
5. Identify the different states of matter and recognize that matter can change and exist in one or more states.	Solid, Liquid, Gas Connections 9 Molecule Models
6. Recognize that light travels in a straight line and can be reflected, refracted or absorbed.	Horizons 44-6

Indicator E: Adult learners understand the composition, formative processes, and history of the Earth, the solar system and the universe. (Earth and Space Science)

1. Describe the basic Earth materials (rocks, soils, water and gases) and their physical properties.	Connections 7, 146-7, 151
2. Identify the planets and describe their relationship to the Sun.	the Planets A Solar System Coloring Book Horizons 89
3. Recognize that a major source of the Earth’s heat and light is the Sun and describe the motion of the Earth in relation to the Sun, including the concepts of day, night, year, and the seasons.	the Planets Horizons 82-7 Seasons Lesson Earth's Orbit (flash)
4. Identify the seasons and their characteristics.	Seasons Lesson Horizons 85-7
5. Identify and describe the patterns of movement of objects visible in the sky over time (e.g., seasonal position of the sun, constellations, the moon).	the Planets Horizons 85-7
6. Identify major features of Earth’s surface (e.g., mountains, rivers, plains, plateaus) and the natural processes and forces that shape the Earth’s surface, including weathering, erosion, earthquakes, floods, and volcanic activity that gradually and rapidly shape the Earth’s surface	Along a River Horizons 2-19
7. Describe natural events (e.g., volcanoes, hurricanes, tornadoes, earthquakes), and explain how they affect humans.	Horizons 7-9 Tornado in a bottle
8. Investigate and describe the general characteristics of atmosphere and the fundamental processes of weather.	Atmosphere
9. Collect and record weather data and note how human activities are affected by it.	local newspaper,Graph Lesson
10. Describe the water resource, its uses, importance, and cyclic patterns of movement through the environment.	Water Cycle
11. Describe how fossils provide evidence about the plants and animals that lived long ago and the nature of the environment at the time.	Going, Going, Gone Dinosaur Floor

ACYR Curriculum Alignment
Adult Basic Education (ABE) II

Indicator A: Adult learners understand and use the processes of scientific investigation and scientific ways of knowing. They are able to design, conduct, describe and evaluate these investigations. They are able to understand and apply concepts that unify scientific disciplines. (Science as Inquiry)

Identify a question, formulate a hypothesis, control and manipulate variables, devise experiments, predict outcomes, compare and analyze results, and defend conclusions. Distinguish between a question and a hypothesis. Describe the functions of variables in an investigation. Predict an outcome based on experimental data. Draw a conclusion based on a set of experimental data.	N Truble: Environment project Down the Drain Experiment Cool Experiment
2. Design a model to illustrate a system (e.g., a mobile of the solar system).	1
3. Organize and present data gathered from their own experiences, using appropriate mathematical analyses and graphical representations (e.g., bar graph, line graph, frequency table, Venn diagram).	graph lesson
4. Identify and refine questions from previous investigations.	MMoon Olympics Interactive Quiz
5. Recognize that conclusions are tentative and open to modification as new data are collected.	1
6. Analyze the processes, parts and subsystems of a bicycle, a clock or other mechanical or electrical device. Identify the parts of a subsystem within a system. Describe the functions of a subsystem. State cause-and-effect relationships among components in mechanical or electrical devices.	Steck-Vaughn Connections p. 185-187 Brainpop: telephone Connections 185-7 Connections p. 199
7. Analyze the reliability of scientific reports from magazines, television or other media, using evidence to support or refute a conclusion drawn from a scientific report.	1

1.Describe major scientific contributions.	Cotton Gin Horizons 24-5
2. Describe how science and technology are interrelated.	Cotton Gin Sample Activities p.3
3. Provide different explanations for a phenomenon; defend and refute the explanations with evidence.	Sample Activities p.3
4. Recognize how scientific knowledge, thinking processes and skills are used in a great variety of careers.	Sample Activities p.3
5. Develop and use a systematic approach to describe the risks associated with natural and biological hazards.	Sample Activities p.3
6. Use scientific findings to propose and evaluate solutions to a human or environmental problem (e.g., water pollution, malnutrition, fire hazards), and modify the solutions to the problem, if necessary.	Sample Activities p.3
7. Evaluate the possible strengths and weaknesses of a given solution to a problem.	Sample Activities p.3
8. Explain how technological solutions have intended benefits and unintended consequences.	Cotton Gin
9. Analyze how the introduction of a new technology has affected human activity (e.g., invention of the telescope, applications of modern telecommunications).	Great Achievements

1. Construct a simple classification system based on physical characteristics of organisms.	Contemporary GED p. 96-97 Classifying Critters
2. Identify and differentiate between the basic structures and functions of various cells.	Contemporary GED p. 96-97 cells
3. Identify the main structures of cells, tissues, and organ systems within an organism, and identify the interrelationships among them.	Contemporary GED p.97 cells U.S. Video and handouts Human Body (Basics of Biology)
4. Identify the major components of vital body systems and identify the functions of those systems (e.g., digestion, respiration, reproduction, circulation, excretion, movement, control, coordination).	Human Body Video The Heart Exretory Sysytem Circulatory Sysytem
5. Describe organism adaptations or constancy over geologic time.	Major Themes in Evolution Geology Exhibit
6. Describe the role of genes in heredity, and distinguish between physical characteristics which are, and are not, inherited	Contemporary GED P. 99-100 Basic Genetics
7. Describe the components of an ecosystem and how living components interact with non-living components. Explain that both components are interdependent within an ecosystem, including the adaptation of plants and animals to their environment.	Contemporary GED p. 103-104

Indicator D: Adult learners understand the nature of matter and energy including their forms, the changes they undergo and their interactions. (Physical Science)

1. Examine, describe, compare, measure, and classify objects and mixtures of substances based on common physical and chemical properties (e.g., states of matter, mass, volume, electrical charge, density, boiling points, pH, magnetism, solubility)	Steck- Vaughn Connection p. 144-153 Molecule Models	1
2. Distinguish between mixtures and compounds	Connections p.145	1
3. Identify Various types of energy sources and describe how energy is transferred	Contemporary GED 247-9 Photosynthesis (flash)	1
4. Identify and predict what will change and what will remain unchanged when matter experiences an external force or energy change (e.g., boiling a liquid; comparing the force, distance and work involved in simple machines	Connections 150-55	1
5. Describe, measure and calculate characteristics (e.g., speed, distance, mass, force, gravity) of moving objects and their interactions (e.g., force, velocity, acceleration, potential energy and kinetic energy) within a system.	Contemporary GED p.216-217 Contemporary p. 220-221 Gravity, Orbits and Collisions	1

Indicator E: Adult learners understand the composition, formative processes, and history of the Earth, the solar system and the universe. (Earth and Space Science)

1. Distinguish between revolution and rotation.	Contemporary GED p. 151
2. Describe common objects in the solar system and explain how they are related.	Steck Vaughn Connections p. 122-125 The Virtual Sun Our Solar System 101 Complete information on each planet and the sun The Nine Planets
3. Describe the layers of the Earth and their compositions.	Contemporary GED p. 154
4. Explain how rocks, minerals and soil are formed.	Horizons Science p. 8-9 U.S video and handouts Erosion and Weathering
5. Describe how life and environmental conditions have changed over time (geologic and recent).	Plate Tectonics Geologic History Dinosaur Floor Connections 110-13, 116-19 Greenhouse Effect U.S video and handouts Formation of Continents and Mountains
6. Identify Earth processes and compare the processes that affect the Earth today with those that occurred in the past.	Plate Tectonics Connections 110-15 Plate Tectonics 2
7. Explain how water is cycled in nature and identify the distribution of water on Earth, Underground and in the atmosphere.	Connections p. 6 The Water Cycle
8. Describe currents, waves, tides and ocean floor features.	Connections 117, 138
9. Describe the basic characteristics of the Earth’s bodies of fresh water and salt water.	Connections p. 117-119
10. Describe the difference between weather and climate.	Connections p. 5-105
11. Define basic terms associated with weather systems including fronts, pressure systems and types of clouds.	Connections p. 105-107
12. Describe the properties and composition of the layers of the atmosphere.	Layers of the Atmosphere Contemporary GED 158-9
13. Explain how technology has impacted both Earth and space science	Great Achievements

Basic Education (ABE) III

ACYR Curriculum Alignment
Indicator A: Adult learners understand and use the processes of scientific investigation and scientific ways of knowing. They are able to design, conduct, describe and evaluate these investigations. They are able to understand and apply concepts that unify scientific disciplines. (Science as Inquiry)

1. Formulate questions directed toward objects and phenomena that can be described	Glue Polymers MHC Pre-GED Unit1, lesson 2 Down the Drain Experiment
2. Design and execute scientific investigations, testing only one variable at a time using a control.	1
3. Present information in a formal laboratory report including gathering, recording, organizing data accurately and making correct use of histograms, stem and leaf plots, scatter plots, circle graphs, flow charts, line graphs, bar graphs, charts, etc.	Glue Polymers
4. Interpret data; establish relationships based on evidence and logical argument; draw conclusions/explanations.	Dinosaur’s Survival Dinosaur Characteristics MHC Pre-GED Unit1, lesson 2
5. Propose, analyze, and critique alternative explanations of phenomena.	Contemporary GED 43
6. Define the terms: hypothesis, model, principle, law, theory, and paradigm	About terms
7. Explain how scientific theory, hypothesis generation, and experimentation are related.	Origin of Man MHC Pre-GED Unit1, lesson 2
8. Recognize that although all scientific ideas are tentative and subject to change, and theories may be disagreed upon where research is active, for most major ideas in science, there is much experimental and observational confirmation	Origin of Man Evolutionary Thought Timeline MHC Pre-GED Unit1, lesson 2

1. Compare and contrast the goals of science and technology.	Space Technology
2. Explain how scientific knowledge, thinking processes and skills are used to solve problems in a variety of careers	MHC Pre-GED Unit 1, lessons 2,5
3. Describe a technological discovery that has influenced science and a scientific discovery that has influenced technology. Determine scientific processes involved in technological advancement.	Cotton Gin
4. Describe and compare the intended benefits and unintended consequences and/or risks of scientific and technologic innovations on society and the quality of life.	AALL Nuclear Energy Xenotransplants: Using Animal Organs To Save Human Lives MHC Pre-GED Interactive Unit 1, lesson 4
5. Describe how technology affects the definition of, access to, and use of resources and the effects of population on those resources.	AALL Nuclear Energy
6. Describe how human activities can induce hazards through resource acquisition, urban growth, land use decisions, and waste disposal.	AALL Nuclear Energy MHC Pre-GED Unit 5, lesson 4
7. Analyze the risk factors associated with natural, biological, chemical, social (occupational safety and transportation), and personal (smoking, diet, and drugs) hazards.	AALL Nuclear Energy MHC Pre-GED Unit 5, lesson 4
8. Evaluate the merit of a proposed solution to a human or environmental problem.	AALL Nuclear Energy MHC Pre-GED Unit 5, lesson 4
9. Give an example that demonstrates that scientists have ethical codes that extend to potential risks to human subjects, property, and communities.	AALL Nuclear Energy MHC Pre-GED Unit 5, lesson 4
10. Give an example of the interplay between society and the research that gets funded	AALL Nuclear Energy MHC Pre-GED Unit 5, lesson 4 New Vaccine Hits Hib Hard

1. Identify the characteristics and structure of living things.	Contemporary GED pp. 84-85 MHC pre-GED Init 1, lesson1 unit 2 lessons 1,2,3 Photosynthesis (flash)
2. Construct classification systems for grouping organisms and identify organisms based on existing classification systems.	Contemporary GED p. 96-97 MHC pre-GED Unit 2, lesson 2 U.S. Video and handouts Human Body (Basics of Biology)
3. Compare and contrast the basic structures, components, and functions of different types of cells, tissues, and organs.	Contemporary GED pp. 96-97 U.S. Video and handouts Human Body (Basics of Biology) MHC pre-GED Unit 2, lesson 2
4. Identify the systems for digestion, respiration, reproduction, circulation, excretion, movement, control, and coordination in the human body and how those systems work together.	Video-Human Body Digestion and Respiration, Circulatory MHC pre-GED Unit 2, lesson 5 Unit 1 lesson5 U.S. Video and handouts Human Body (Basics of Biology) Contemporary GED p.p. 133-135 Contemporary GED p.138-139 Contemporary GED pp. 129-131
5. Describe the theory of evolution; be able to describe species’ diversity and adaptation, variation, and extinction over geologic time.	Contemporary GED pp. 106-107 MHC pre-GED Unit 1 lesson 4 Cosmic Evolution
6. Describe the role of chromosomes and genes in heredity	Contemporary GED pp. 94-95pp. 99-100 Basic Genetics
7. Distinguish between dominant and recessive traits and describe information that is carried in a gene.	Contemporary GED p.p. 100-101 Basic Genetics
8. Identify the structure and function of systems (e.g., respiratory, digestive, circulatory, nervous), and the function of feedback and equilibrium.	Contemporary GED pp. 129-136 MHC pre-GED Unit 2, lesson 5 U.S. Video and handouts Human Body (Basics of Biology)
9. Explain and model the interaction and interdependence of living and non-living components within ecosystems, including the adaptation of plants and animals to their environment, food webs, resources, and energy.	Contemporary GED p. 103-104 Symbiosis MHC pre-GED Unit 2, lesson 4,5

Indicator D: Adult learners understand the nature of matter and energy including their forms, the changes they undergo and their interactions. (Physical Science)

1. Examine, describe, compare, measure, and classify objects and mixtures of substances based on common physical and chemical properties (e.g., states of matter, mass, volume, density, electrical charge, freezing and boiling points, pH, magnetism, solubility).	Contemporary GED p. 177-190
2. Classify and describe matter in terms of elements, compounds, mixtures, atoms, and molecules	Steck- Vaughn GED pp. 148-150,154,158 Molecule Models U.S. video and handouts Atoms and Molecules MHC pre-GED Unit 4 lessons 1,2
3. Describe how energy is a property of many substances, occurs in many forms (heat, light, electrical, mechanical, sound, nuclear, and chemical, either potential or kinetic), and can be transferred in many ways.	Energy Light Lesson MHC pre-GED Unit 3, lesson 3 US video Work and Power
4. Define the law of conservation of energy.	Contemporary GED p. 220-221 US video Work and Power MHC pre-GED Unit 3, lesson 3
5. Identify and predict the properties of matter that will change or will remain unchanged when matter experiences an external force or energy change (e.g., changes of state due to heating and cooling, heat absorption and release when chemicals combine, comparing the force, distance and work involved in simple machines).	Contemporary GED p. 189 Lever Demonstration MHC pre-GED Unit 1 lesson 1,Unit 3, lesson 2, Unit 4, lesson 1
6. Describe, measure, and calculate quantities before and after a chemical or physical change within a system and use that data to support the concept of conservation of mass within a closed system.
7. Describe, measure and calculate characteristics ( speed, distance, mass, force, gravity) of moving objects and their interactions (force, velocity, acceleration, potential energy, kinetic energy) within a system using Newton’s laws of motion.	Contemporary GED pp.216-217, 220-221 MHC pre-GED Unit 3, lesson1,2, 3

Indicator E: Adult learners understand the composition, formative processes, and history of the Earth, the solar system and the universe. (Earth and Space Science)

1. Describe and model the motion of the Earth in relation to the sun, including the concepts of day, night, season, and year.	Contemporary GED pp. 151-152 Earth's Orbit (flash) MHC pre-GED Unit 5, lesson 3
2. Describe common objects in the universe and explain their relationships including the concepts of multiple star systems, star clusters, galaxies, sun, moon, eclipses, planets, asteroids, comets, and gravity.	Contemporary GED 147-153 MHC pre-GED Unit 5, lesson 3
3. Describe the composition (including the formation of minerals, rocks, and soil) and the structure of the Earth (including landforms, oceans, and lithospheric plates); explain the processes involved in the formation of the Earth’s structures.	Contemporary GED p. 154-157 AALL Lesson: Earthquake U.S video and handouts Formation of Continents and Mountains MHC pre-GED Unit 5, lesson 3
4. Explain how fossils are formed and provide evidence of how life and environmental conditions have changed.	Contemporary GED pp. 168-169 MHC pre-GED Unit 1 lesson 4 Unit 5, lesson 1
5. Explain how Earth processes seen today, including erosion, movement of lithospheric plates, and changes in atmospheric composition, are similar to those that occurred in the past.	AALL Lesson: Earthquake U.S video and handouts Erosion and Weathering
6. Describe the distribution and circulation of the world’s water through ocean currents, glaciers, rivers, ground water, and atmosphere.	Steck –Vaughn Connections p. 117-119 Water Water Everywhere Water Cycle
7. Describe the composition and physical characteristics (including currents, waves, tides, and features of the ocean floor) of the Earth’s bodies of water.	Contemporary GED p. 226-227
8. Describe the composition, properties, and structures of the atmosphere, such as the range and distribution of temperature and pressure in the troposphere.	Contemporary GED p. 158-159 Air Pressure MHC pre-GED Unit 5, lesson 2
9. Observe, analyze, and record weather patterns and data, including temperature, cloud types, humidity, and dew point over a period of time.	Steck- Vaughn Connections p. 105-107 El Nino project
10. Explain how technology has impacted both earth and space science by describing some technological advances that have impacted both.	Great Acheivements MHC pre-GED Unit 1 lesson 5 Unit 5, lesson 4

ACAT Curriculum Alignment
Adult Secondary Education (ASE) I

1. Propose solutions to practical and theoretical problems based on evaluating information gained from scientific investigations.	1
2. Analyze and evaluate the validity of conclusions based on scientific studies.	1
3. Explain the concept of equilibrium and illustrate the relationship of form to function within natural and designed systems.	1
4. Explain why keeping accurate and detailed records is important.	1

1. Describe how the factors of technology, personalities, world events and societal views can affect the development and acceptance of scientific thought.
2. Explain how an accepted idea could be challenged by scientific innovation.	1
3. Illustrate how an invention or discovery could impact further scientific thought.	Advanced Building Blazing a Genetic Trail
4. Explain how peer review, reporting of methods and outcomes of investigations, and accepting criticism are important to the ethical traditions of science.	Walking on Thin Ice
5. Apply scientific thought processes of skepticism, objectivity and logic to seek a solution to a personal or social/environmental issue.	Conservation Controversy Constant Craving Walking on Thin Ice
6. Illustrate how increasing human populations affect natural resources and environmental pollution.	Population Pasta
7. Identify how technology can affect personal growth using two illustrations.	Dying to be Thin Blazing a Genetic Trail
8. List three factors that can affect population quality, size, growth, or stability, and identify the effects of each factor.	1

1. Explain the processes of photosynthesis and respiration in the interdependency of plants and animals.	Photosynthesis
2. Compare the purpose and process of mitosis with the purpose and process of meiosis.	Cell Cycle and Mitosis Meiosis
3. Describe how energy is used in maintenance, repair, growth and development of cells.	On-Line Onion Root Tips
4. Predict how change in an environmental factor can affect the success or failure of a population to survive.
5. Describe how a single-celled organism carries out the function of each of the systems found in multi-celled organisms.	Photosynthesis Characteristics of Life
6. Describe the physiology of each system in multi-celled organisms and how each relates to homeostasis.	The Metazoa
7. Identify the relationship of DNA, genes and chromosomes and explain how a mutation affects this relationship.	1

Indicator D: Adult learners understand the nature of matter and energy including their forms, the changes they undergo and their interactions. (Physical Science)

1. Explain how the sum of energy and matter in systems remains the same despite transference of energy and change in matter.	EnergyQuest
2. Determine physical and chemical properties of a substance through observation, experimentation and measurement.	1
3. Use the periodic table to predict the properties of elements and compounds.	Periodic Table lesson
4. Identify and measure qualitative and quantitative relationships associated with energy.	1
5. Use the law of conservation of energy to explain energy changes in chemical reactions.	1
6. Differentiate among elements, atoms and compounds and their relationship to each other.	Inside an atom U.S. video and handouts Atoms and Molecules
7. Relate equilibrium in Physical Science to homeostasis in Life Science.	1

Indicator E: Adult learners understand the composition, formative processes, and history of the Earth, the solar system and the universe. (Earth and Space Science)

1. Suggest ways in which the following events affect living organisms: floods, droughts, earthquakes, heat waves, storms, sunspots, novas.	Sun-Earth Connection
2. Explain the principles of hydrology, including surface and ground water flows, aquifers, percolation, desalinization and sources of water contamination and pollution.	Conservation Controversy
3. Use the theory of plate tectonics to explain the relationship among volcanoes, earthquakes, mid-ocean ridges and deep sea trenches.	AALL Lesson: Earthquake Plate Tectonics
4. Describe how these forces shape the Earth: glaciation, landslides, volcanoes, earthquakes, and wind and water erosion.	AALL Lesson: Earthquake Plate Tectonics Geologic History
5. Differentiate among the theories of the origin of: the universe (Big Bang Theory), the solar system (nebular dust and gas), and life forms (evolution and creation).	Cosmic Evolution
6. Illustrate the Earth’s tilt, rotation and revolution and their effects on the seasons and the length of days.

ACAT Curriculum Alignment
Adult Secondary Education (ASE) II

Indicator A: Adult learners understand and use the processes of scientific investigation and scientific ways of knowing. They are able to design, conduct, describe and evaluate these investigations. They are able to understand and apply concepts that unify scientific disciplines. (Science as Inquiry)

1. Design and conduct an investigation of a scientific problem, and report results to peers, teachers, and others.	On-Line Onion Root Tips
2. Analyze a scientific presentation by weighing the evidence and examining the logic in order to reach a decision to the reliability of the results.	Whale Game Walking on Thin Ice
3. Predict the effects of various factors on the equilibrium of a system.	Biodiversity Sun Pulses
4. Analyze an argument by reviewing current scientific understanding, weighing the evidence and examining the logic so as to determining the validity of the argument	Conservation Controversy Origin of Man

1. Choose a major invention or discovery of the past and illustrate how that development affected society and further scientific developments.	Great Acheivements Blazing a Genetic Trail
2. Trace the development of a selected invention, theory or discovery from its inception to modern day.	Gravity/ Magnetism Origin of Man
3. Propose and test a solution to an existing social or personal problem.	Advanced Building
4. Design a product to meet a personal or societal need; test the product and evaluate the test results.
5. Differentiate among sudden disastrous natural occurrences and slower progressive natural hazards and their