Author: Philip.Anderson@fldoe.org
Last saved by: Brown, Maia
Company: Florida Department of Education

2026-2027

Florida Department of Education
Adult General Education Curriculum Framework

GED^® PREPARATION SCIENCE
Program Title | GED^® Preparation
Program Number | 9900130
Course Title | GED^® Science
Course Number | 9900133
CIP Number | 1532020207
Grade Level | 30, 31
Program Length | Varies

PURPOSE

GED^® Preparation Science: The purpose of the GED^® Science course is to prepare students to successfully complete the GED^® Science subtest and meet the requirements for a State of Florida High School Diploma. This assessment focuses on scientific inquiry, interpretation of data, evaluation of scientific information, and the application of scientific reasoning in life science, physical science, and Earth and space science contexts. Students develop conceptual understanding, analytical skills, and the ability to apply scientific knowledge to real-world situations.

_STUDENTS

Per State Board Rule 6A-6.014, _Florida _Administrative _Code _(F.A.C.) _- _General _Requirements _for _Adult _General _Education, students eligible to enroll in the GED^® Preparation Program are those who:

https://www.flrules.org/gateway/ruleno.asp?id=6A-6.014

•	Are 16 years of age or older.
•	Does not have a high school diploma. 
•	Are not enrolled in the K12 educational system.
•	Score into Educational Functioning Level (EFL) 5 or 6 on a state-approved reading test.

_Per _section 1003.435(4), Florida Statutes (F.S.), “A candidate who has filed a formal declaration of intent to terminate school enrollment pursuant to s. 1003.21(1)(c) may take the examination after reaching the age of 16.” See State Board Rule 6A-6.0201, F.A.C. for more information on the age waiver needed for underage students. 

https://www.flsenate.gov/laws/statutes/2012/1003.435

https://flrules.org/gateway/ruleNo.asp?id=6A-6.0201

_Table _1: _EFLs _for _the _GED® _Science _course _in _relation _to _the _Grade _Equivalent _for _each _level

Course Title | EFL | Grade Equivalent
GED^® Science | ABE Level 5 | 9.0 – 10.9
GED^® Science | ABE Level 6 | 11.0 – 12.9

PROGRAM LENGTH 

The maximum number of instructional hours recommended by the Florida Department of Education (FDOE) for the GED^® Science course is 250 hours per EFL. Acknowledging the individualized nature of learning, some students may finish an EFL in fewer (or more) hours than the recommended maximum duration indicated. 

_Table _2: _Recommended _Maximum _Number _of _Hours _by _EFL

Course Title | EFL | Recommended Maximum Hours
GED^® Science | ABE Level 5 | 250
GED^® Science | ABE Level 6 | 250

ASSESSMENT
For guidance on the assessment guidelines and requirements for GED^® Science, see State Board Rule 6.A-6.014, F.A.C.

https://www.flrules.org/gateway/ruleno.asp?id=6A-6.014

References for Assessment and Reporting: For complete information regarding assessment procedures and policies, see the FDOE Assessment Technical Assistance Paper. For guidelines on the procedures for reporting data related to student test results, see the FDOE Division of Career and Adult Education (DCAE) Office of Research and Evaluation.

https://www.fldoe.org/academics/career-adult-edu/career-adult-edu-technical-assistance-.stml

https://www.fldoe.org/academics/career-adult-edu/research-evaluation/

Pre-testing: Federal and state regulations mandate that local adult education agencies conduct pre-tests for all new students within the initial 12 hours of enrollment activity. The Florida DOE defines a new student as someone not previously enrolled in the local agency during the current or preceding program year. GED^® Science students are required to pre-test and obtain a score at or above EFL 5 in reading. The agency is responsible for submitting the pre-test results to the FDOE in accordance with the guidelines outlined by the DCAE Office of Research and Evaluation.

Post-testing: Agencies are not required to post-test students enrolled in the GED^® Science course for reporting purposes, however, students will benefit from a variety of assessments to gauge their knowledge and skills. The GED^® Ready Test is an appropriate tool for determining when the student is likely to be able to pass the GED^® Test.

https://ged.com/study/ged_ready/

_Course _Completion: _Students _complete _the GED^® Science _course _when _they _pass _the GED^® Science subtest. Upon passing all subtests of the GED^®, the agency is responsible for reporting the course completion date as reflected by the date on the student’s diploma. The agency is responsible for reporting the post-test results to the FDOE following the guidelines outlined by the DCAE Office of Research and Evaluation.

GED^® Science Practices
The GED^® Science course includes Science Practices, which delineate the skills essential to scientific reasoning in text and quantitative contexts. 

 Table 3: GED^® Science Practices

GED^® Science Practices

SP.1 Comprehending Scientific Presentations 
SP.1.a. Understand and explain textual scientific presentations 
SP.1.b. Determine the meaning of symbols, terms and phrases as they are used in scientific presentations. 
SP.l.c. Understand and explain a non-textual scientific presentations

SP.2 Investigation Design (Experimental and Observational) 
SP.2.a. Identify possible sources of error and alter the design of an investigation to ameliorate that error 
SP.2.b. Identify and refine hypotheses for scientific investigations 
SP.2.c. Identify the strength and weaknesses of one or more scientific investigation (i, e, experimental or observational) designs 
SP.2.d. Design a scientific investigation 
SP.2.e. Identify and interpret independent and dependent variables in scientific investigations

SP.3 Reasoning from Data 
SP.3.a. Cite specific textual evidence to support a finding or conclusion. 
SP.3.b. Reason from data or evidence to a conclusion. 
SP.3.c. Make a prediction based upon data or evidence. 
SP.3.d. Using sampling techniques to answer scientific questions.

SP.4 Evaluating Conclusions with Evidence 
SP.4.a. Evaluate whether a conclusion or theory is supported or challenged by particular data or evidence.

SP.5 Working with Findings 
SP.5.a. Reconcile multiple findings, conclusions or theories.

SP.6 Expressing Scientific Information 
SP.6.a. Express scientific information or findings visually. 
SP.6.b. Express scientific information or findings numerically or symbolically. 
SP.6.c. Express scientific information or findings verbally.

SP.7 Scientific Theories 
SP.7.a. Understand and apply scientific models, theories and processes. 
SP.7.b. Apply formulas from scientific theories.

SP.8 Probability & Statistics 
SP.8.a. Describe a data set statistically. 
SP.8.b. Use counting and permutations to solve scientific problems. 
SP.8.c. Determine the probability of events.

GED^® Science Content Topics

The Science Content Topics identify the major topics in science and show the relationship between each Content Topic and the corresponding Theme.

Table 4: Science Content Topics Matrix:

Science Thems and Content Topics

Theme

Life Science (L)
 40%

Physical Science (P) 
40%

Earth & Space Science (ES) 20%

Human and Health Living Systems

a.	a. Human body and health
b. Organization of life (structure and function of life)
c. Molecular basis for heredity
d. Evolution

a. Chemical properties and reactions related to human systems

a. Interactions between Earth’s systems and living things

Energy & Related Systems

a. Relationships between life functions and energy intake
b. Energy flows in ecologic networks (ecosystems)

a. conservation, transformation and flow of energy
b. Work, motion and forces

a. Earth and its system components and interactions
b. Structure and organization of the cosmos

GED^® SCIENCE STANDARDS

LIFE SCIENCE STANDARDS

L.1

Describe systems and functions of the human body systems and how to keep healthy.  
L.1.a. Body systems (e.g., muscular, endocrine, nervous systems) and how they work together to perform a function (e.g., muscular and skeletal work to move the body). 
L.1.b. Homeostasis feedback methods that maintain homeostasis (e.g., sweating to maintain internal temperature) and effects of changes in the external environment on living things (e.g., hypothermia, injury). 
L.1.c. Sources of nutrients (e.g., foods, symbiotic organisms) and concepts in nutrition (e.g., calories, vitamins, minerals). 
L.1.d. Transmission of disease and pathogens (e.g., airborne, blood borne), the effects of disease or pathogens on populations (e.g., demographics change, extinction) and disease prevention methods (e.g., vaccination, sanitation).

L.2

Explain the relationship between life functions and energy intake.
L.2.a. Energy for life functions (e.g., photosynthesis, respiration, fermentation).

L.3

Explain the flow of energy in ecological networks (ecosystems).
L.3.a. Flow of energy in ecosystems (e.g., energy pyramids), conversation of energy in an ecosystem (e.g., energy lost as heat, energy passed on to other organisms) and sources of energy (e.g., sunlight, producers, lower-level consumer). 
L.3.b. Flow of matter in ecosystems (e.g., food webs and chains, positions of organisms in the web or chain) and the effects of change in communities or environment on food webs. 
L.3.c. Carrying capacity, changes in carrying capacity based on changes in populations and environmental effects and limiting resources necessary for growth. 
L.3.d. Symbiosis (e.g., mutualism, parasitism, commensalism) and predator/prey relationships (e.g., changes in one population affecting another population). 
L.3.e. Disruption of ecosystems (e.g., invasive species, flooding, habitat destruction and desertification) and extinction (e.g., causes [human and natural] and effects).

L.4

Explain organization of life by structure and function of life. 
L.4.a. Essential functions of life (e.g., chemical reactions, reproduction and metabolism) and cellular components that assist the functions of life (e.g., cell membranes, enzymes, energy). 
L.4.b. Cell theory (e.g., cells come from cells, cells are the smallest unit of living things), specialized cells and tissues (e.g., muscles, nerve, etc.) and cellular levels of organization (e.g., cells, tissues, organs, systems). L.4.c. Mitosis, meiosis (e.g. process and purpose).

L.5

Describe the molecular basis for heredity.  
L.5.a. Relationship of DNA, genes and chromosomes (e.g., description, chromosome splitting during meiosis) in heredity. 
L.5.b. Genotypes, phenotypes and the probability of traits in close relatives (e.g., Punnett squares, pedigree charts). 
L.5.c. New alleles, assortment of alleles (e.g., mutations, crossing over), environmental altering of traits and expression of traits (e.g., epigenetics, color points of Siamese cats).

L.6

Describe the scientific theories of evolution. 
L.6.a. Common ancestry (e.g., evidence) and cladograms (e.g., drawing, creating, interpreting). 
L.6.b. Selection (e.g., natural selection, artificial selection, evidence) and the requirements for selection (e.g., variation in traits, differential survivability). 
L.6.c. Adaptation, selection pressure and speciation.

PHYSICAL SCIENCE STANDARDS

P.1

Explain conservation, transformation and flow of energy. 
P.1.a. Heat, temperature, the flow of heat results in work and the transfer of heat (e.g., conduction, convection). 
P.1.b. Endothermic and exothermic reactions. 
P.1.c. Types of energy (e.g., kinetic, chemical, mechanical) and transformations between types of energy (e.g., chemical energy [sugar] to kinetic energy [motion of a body]). 
P.1.d. Sources of energy (e.g., sun, fossil fuels, nuclear) and the relationships between different sources (e.g., levels of pollutions, amount of energy produced). 
P.1.e. Types of waves, parts of waves (e.g., frequency, wavelength), types of electromagnetic radiation, transfer of energy by waves and the uses and dangers of electromagnetic radiation (e.g. radio transmission, UV light and sunburns).

P.2

Explain the relationship of work, motion and forces.  
P.2.a. Speed, velocity, acceleration, momentum and collisions (e.g., inertia in a car accident, momentum transfer between two objects). 
P.2.b. Force, Newton’s Laws, gravity, acceleration due to Gravity (e.g., freefall, law of gravitational attraction), mass and weight. 
P.2.c. Work, simple machines (types and functions), mechanical advantages (forces, distance and simple machines) and power.

P.3

Describe the chemical properties and reactions related to living systems.  
P.3.a. Structure of matter. 
P.3.b. Physical and chemical properties, changes of state and density. 
P.3.c. Balancing chemical equations and different types of chemical equations, conservation of mass in balanced chemical equations and limiting reactants. 
P.3.c. Parts in solutions, general rules of solubility (e.g., hotter solvents allow more solute to dissolve), saturation and the differences between weak and strong solutions.

EARTH AND SPACE SCIENCE STANDARDS

ES.1

Describe Interactions between earth’s systems and living things.  
ES.1.a. Interactions of matter between living and non-living things (e.g., cycles of matter) and the location, uses and dangers of fossil fuels. 
ES.1.b. Natural Hazards (e.g., earthquakes, hurricanes, etc.) their effects (e.g., frequency, severity and short- and long-term effects) and mitigation thereof (e.g., dikes, storm shelters, building practices). 
ES.1c. Extraction and use of natural resources, renewable vs. nonrenewable resources and sustainability.

ES.2

Describe Earth and its System Components and Interactions.  
ES.2.a. Characteristics of the atmosphere, including its layers, gases and their effects on the Earth and its organisms, include climate change. 
ES.2.b. Characteristics of the oceans (e.g., salt water, currents, coral reefs) and their effects on Earth and organisms. 
ES.2.c. Interactions between Earth’s systems (e.g., weathering caused by wind or water on rock, wind caused by high/low pressure and Earth rotation, etc.). 
ES.2.d. Interior structure of the Earth (e.g., core, mantle, crust, tectonic plates) and its effects (e.g., volcanoes, earth quakes, etc.) and major landforms of the Earth (e.g., mountains, ocean basins, continental shelves, etc.).

ES.3

Describe the structures and organization of the Cosmos. 
ES.3.a. Structures in the universe (e.g., galaxies, stars, constellations, solar systems), the age and development of the universe and the age and development of Stars (e.g., main sequence, stellar development, deaths of stars [black hole, white dwarf]). 
ES.3.b. Sun, planets and moons (e.g., types of planets, comets, asteroids), the motion of the Earth’s motion and the interactions within the Earth’s solar system (e.g., tides, eclipses). 
ES.3.c. The age of the Earth, including radiometrics, fossils and landforms.

Additional Information

_ACCOMMODATIONS 

_Federal _and _state _legislation _requires _the _provision _of _accommodations _for _students _with _disabilities _to _address _individual _needs _and _guarantee _equal _access. _Adult _students _with _disabilities _are _required _to _self-identify, _submit _documentation _and _request _the _necessary _accommodations. _Accommodations _for _students _with _disabilities _may _be _necessary _in _various _areas, _including _instructional _methods _and _materials, _assignments _and _assessments, _time _constraints _and _schedules, _learning _environments, _assistive _technology _and _special _communication _systems. _Documentation _detailing _the _requested _and _provided _accommodations _should _be _securely _stored _in _a _confidential _file.
_ADULT _EDUCATION _INSTRUCTOR _CERTIFICATION _REQUIREMENTS

_As _per _s. _1012.39(1)(b), _F.S., _each _school _district _shall _establish _the _minimal _qualifications _for _part-time _and _full-time _teachers _in _adult _education _agencies.

https://www.flsenate.gov/laws/statutes/2011/1012.39

_TECHNICAL _ASSISTANCE

_For _technical _assistance, _please _visit _the _FDOE _Career _& _Adult _Education _Technical _Assistance _Page, _or _contact _the _office _at:
_•	_850-245-0450
•	_FloridaAdultEducation@fldoe.org