(Science) SPS

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(Science) SPS

  1. 1. Science <ul><li>Systematized body of knowledge </li></ul><ul><li>From the Latin word “scientia” meaning knowledge </li></ul><ul><li>Greek word “scire” meaning to know </li></ul><ul><li>Combination of processes and products </li></ul>
  2. 2. Technology <ul><li>From the Greek word “technologia” “techno” meaning art and skill and “logia” meaning study of </li></ul><ul><li>Applied science </li></ul>
  3. 3. Chemistry <ul><li>Branch of science that deals with the study of matter, its composition, properties and changes it undergo. </li></ul><ul><li>Considered core or central science. </li></ul>
  4. 4. Who am I? <ul><li>I determine the structure, composition, and nature of substances by examining and identifying their various elements or compounds. </li></ul><ul><li>ANALYTICAL CHEMIST </li></ul>
  5. 5. <ul><li>I study the chemistry of the vast number of carbon compounds that make up all living things. </li></ul><ul><li>ORGANIC CHEMIST </li></ul>
  6. 6. <ul><li>I study compounds consisting mainly of elements other than carbon, such as those in electronic components </li></ul><ul><li>INORGANIC CHEMIST </li></ul>
  7. 7. <ul><li>I develop a fundamental understanding at the molecular and atomic level of how materials behave and how chemical reactions occur, knowledge that is relevant in nearly every area of chemistry. </li></ul><ul><li>PHYSICAL CHEMIST </li></ul>
  8. 8. <ul><li>I am identifying substances' chemical and physical properties in biological systems that is of great importance </li></ul><ul><li>BIOCHEMIST </li></ul>
  9. 9. SCIENCE PROCESS SKILLS: BASIC AND INTEGRATED <ul><li>Observing </li></ul><ul><li>Communicating </li></ul><ul><li>Classifying </li></ul><ul><li>Measuring </li></ul><ul><li>Inferring </li></ul><ul><li>Predicting </li></ul><ul><li>Making a model </li></ul><ul><li>Defining operationally </li></ul><ul><li>Investigating </li></ul><ul><li>* Asking a question </li></ul><ul><li>* Collecting data </li></ul><ul><li>* Reporting data </li></ul><ul><li>* Comparing results </li></ul><ul><li>* Making a conclusion </li></ul>
  10. 10. OBSERVING <ul><li>Using one or more of the senses </li></ul><ul><li>Extending the power of the senses by using equipment/gadgets </li></ul><ul><li>Gathering information: objects and/or events </li></ul><ul><li>Comparing and contrasting </li></ul><ul><li>Looking for similarities and differences </li></ul>
  11. 11. COMMUNICATING <ul><li>Giving or exchanging information </li></ul><ul><li>Describing: object, action, event </li></ul><ul><li>* Words: oral or </li></ul><ul><li>written </li></ul><ul><li>* Graphic symbols </li></ul>
  12. 12. COMMUNICATING: Graphic Symbols <ul><li>Drawings </li></ul><ul><li>Diagrams </li></ul><ul><li>Maps </li></ul><ul><li>Tables </li></ul><ul><li>Charts </li></ul><ul><li>Graphs </li></ul>
  13. 13. COMMUNICATING: Graphic Symbols
  14. 14. COMMUNICATING: Graphic Symbols
  15. 15. Activity 1 <ul><li>Using weather symbols, draw the following weather conditions. </li></ul><ul><ul><li>Rains with thunderstorms </li></ul></ul><ul><ul><li>Mostly cloudy with scattered rain showers and thunderstorms </li></ul></ul><ul><ul><li>Partly sunny </li></ul></ul><ul><ul><li>Partly cloudy </li></ul></ul><ul><ul><li>Sunny </li></ul></ul><ul><ul><li>Windy </li></ul></ul>
  16. 16. CLASSIFYING <ul><li>Observing similarities and differences </li></ul><ul><li>Sorting according to a predetermined set of properties or schemes </li></ul><ul><li>Labeling the common characteristics </li></ul>
  17. 17. Classifying Animals: Dichotomous Key
  18. 18. Activity 2 <ul><li>Make a Dichotomous key to classify the following: </li></ul><ul><ul><li>Group 1 – clothes </li></ul></ul><ul><ul><li>Group 2 – subjects </li></ul></ul><ul><ul><li>Group 3 – shoes </li></ul></ul><ul><ul><li>Group 4 – junk foods </li></ul></ul><ul><ul><li>Group 5 – vegetables </li></ul></ul><ul><ul><li>Group 6 – fruits </li></ul></ul>
  19. 19. MEASURING <ul><li>Comparing objects to arbitrary units that are standardized </li></ul><ul><li>Comparing objects to arbitrary units that are not standardized </li></ul><ul><li>* Estimating – </li></ul><ul><li>Approximately </li></ul><ul><li>calculating a </li></ul><ul><li>quantity or value </li></ul><ul><li>based on judgment </li></ul>
  20. 20. MEASURING INSTRUMENTS <ul><li>Length </li></ul><ul><li>Mass and weight </li></ul><ul><li>Volume </li></ul><ul><li>Temperature </li></ul><ul><li>Ruler, tape measure, meter stick </li></ul><ul><li>Equal-arm balance, weighing scale </li></ul><ul><li>Measuring cups and spoons, graduated cylinder, beaker, dropper </li></ul><ul><li>Thermometer </li></ul>
  21. 21. Using the Equal-Arm Balance <ul><li>See if the pointer points to the zero mark. If not, adjust it to its initial zero reading. </li></ul><ul><li>Protect the platforms with paper/plastic containers. </li></ul><ul><li>After using, wipe the platforms with a clean tissue paper. </li></ul>
  22. 22. MEASURING INSTRUMENTS: Weighing Scales
  23. 23. ESTIMATING <ul><li>Dali (cm), dangkal (cm), dipa (m) </li></ul><ul><li>Estimate: drops in 1 cc or mL </li></ul><ul><li>Estimate: heaviness/mass of solids by *using hands </li></ul><ul><li>*improvised balance </li></ul><ul><li>*non-standard masses </li></ul>
  24. 24. INFERRING <ul><li>Developing ideas based on observations </li></ul>
  25. 25. PREDICTING <ul><li>Forming an idea of an expected result, based on inferences </li></ul>
  26. 26. Observing, Inferring , or Predicting ?
  27. 27. Observing, Inferring, or Predicting? <ul><li>The bean’s seed coat is broken. </li></ul><ul><li>The seed is sprouting. </li></ul><ul><li>If the seed would have enough water, air, warmth, and nutrients, it would grow into a healthy bean plant. </li></ul>
  28. 28. Observing, Inferring, or Predicting? <ul><li>There is a bee on a flower. </li></ul><ul><li>A bee is pollinating a flower. </li></ul><ul><li>The flower will be fertilized. </li></ul>
  29. 29. Activity 3 <ul><li>Using the pictures assigned to your group, give at least 2 (two) observation, inference and prediction. Be ready to present it to the class. </li></ul>
  30. 30. GROUP 1
  31. 31. GROUP 2
  32. 32. GROUP 3
  33. 33. GROUP 4
  34. 34. GROUP 5
  35. 35. <ul><li>GROUP 6 </li></ul>
  36. 36. References <ul><li>BOOKS </li></ul><ul><li>Ostlund, K. L. (1992). Science process skills: Assessing hands-on student performance. California: Addison Wesley. </li></ul><ul><li>Ostlund, K. L. and S. Mercier. (1996). Rising to the challenge: National Science Education Standards (Grades 5-8). California: S & K Associates. </li></ul><ul><li>Tolman, M. N. (2006). Hands-on life science activities for grades k-6 . 2 nd ed. San Francisco: John Wiley and Sons, Inc. </li></ul><ul><li>UP NISMED. (1999). Sourcebook on practical work for science teachers . Quezon City: UP NISMED. </li></ul><ul><li>________. (1995). Science made easy: Teacher support materials . Vols 3-6. Quezon City: UP NISMED. </li></ul>
  37. 37. References <ul><li>WEB SITES </li></ul><ul><li>American Association for the Advancement of Science. (1996). Science process skills: Basic skills. Retreived July 27, 2007 from http://education.shu.edu/ </li></ul><ul><li>pt3grant/zinicola/skills_source.html </li></ul><ul><li>Office of Educational Research and Improvement-US Department of Education. (2007). Fundamental skills in science: Observation. Retrieved July 27, 2007 from http://www.sahomeschool.com/Articles/Fundamental%20Skills%20in% </li></ul><ul><li>20Science.asp </li></ul><ul><li>Szesze, M. J. (2001). Science content=process skills + concepts. Retrieved July 7, 2007 from http://mcps.k12.md.us/curriculum/science/instr/contentpro&con. </li></ul><ul><li>htm </li></ul><ul><li>UNESCO. (n. d.). Process skills in science for children: Let us begin science. Retrieved July 7, 2007 from http://library. Unesco-iicba.org/English/SECONDARY </li></ul><ul><li>_SERIES/science_lesson … </li></ul>

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