One of the biggest challenges for HSE prep teachers is helping students master the science concepts they need to pass the GED.  For instance, students need to understand cell biology, and the fact that one of the main functions of DNA is to make proteins (something I did not realize until recently).  They need to know the basics of genetics, photosynthesis, evolution, cell specialization, ecosystems…the list goes on, and that’s just Life Science.  There are also many concepts related to space science, earth science, physics, and chemistry that may be tested.  That’s not only a lot to ask of students; it’s a lot to ask of teachers.  We are already literacy and social studies experts…now we must be science experts too?

Yes, we do.

One resource I’ve found to be very helpful , is the Teacher Tuneups section of Science Generation.

Word Generation has been reviewed on Collect Ed before. (Click for the full set of resources in all subjects.) Some of their Social Studies units are just terrific—highly engaging and concept-rich but also very accessible.  Their science units are as good, if not better, and can be used to teach most of the science concepts students need for HSE tests.  There are SciGen units on physics (potential and kinetic energy; work and machines; power); biology (ecosystems, genetics, natural selection, the cell); and chemistry (atoms, density, chemical reactions).  All of these units include free, downloadable student materials. Start by creating a free account.

Teacher Tuneups are icing on the cake.  Subtitled “Quick content refresher for busy professionals,” Teacher Tuneups, each about four pages long and abounding with illustrations, provide clear explanations of what a teacher needs to understand in order to teach the content. 

Let’s take the Teacher Tuneup for the SciGen unit called Cells Teaming Up as an example.  It starts with a question I’ve always felt shaky about: How do cells with the same DNA become different? As I read on, there is first an illustration that shows how cells divide right after conception.  At this point, the cells are fairly identical, but soon they will specialize.  “Cells” will become blood cells, nerve cells, etc.  

How does this happen?  As the Teacher Tuneup explains, it’s about gene expression.

I have always felt confused about this.  Reading the Teacher Tuneup, I come upon an analogy: 

A cell does not just put all of its DNA into play at once, like some mad pianist running their fingers up and down the entire length of a keyboard. Instead, a cell plays different tunes depending on the chemical signals it receives. It selects certain appropriate sections of DNA—certain genes—depending on circumstances. 

I’m sure the exact chemical and physical process is intensely complicated, but from this analogy, I can get a basic understanding.  

One more point about the Tuneups:  there is also a section at the end that discusses common student misconceptions.  I would be the first to admit that sometimes those might be my misconceptions, too.  So…if you want to get clearer about some science questions you’ve been struggling with, check them out!