Process skills of science facilitate children to expend their experience and involved them in hands-on and minds-on activities. Science teachers should provide activities to our children, which facilitate them to develop scientific skills. It helps them to develop a better understanding of science and problem-solving skills through experience. The Presentation will develop an understanding of the science process skills. Process skills provide an opportunity for teachers to reflect on the ways they understand the process of science (observation, classification, communication, prediction, and so on). By using these process skills, students could collect information, test their ideas, and construct scientific explanations of the world.

1. Science process
skills that work
With
Muhammad Yusuf
Pedagogy Specialist

2. Let us start our day with reflection
Is chalk and talk enough for students to learn
science?
Reciting all the scientific facts is enough for a
successful students ?

3. We need a new vision of
Science Education

4. The National Curriculum for Genderal Science
2006● Clarity of ideas
● Ask questions
● Test explanations through measurement and
observation
● To use their finding to connect with real world.

5. Observing
Observing involves collecting
information about objects, situations,
or events using as many senses like
touch, sight, hearing, smell, and
taste.

6. Example
Seeing the wood catch fire,
hearing the crackling of the
burning wood,
feeling the heat of the fire,
and smelling the smoke.
Observing

7. Classroom Activities
Trace the shape of flower and color it.
What do we see?
record and discuss their
observations.
Observational Drawing
deepen their observation skills through
drawing.
to write down all the observations they
can, one at a time.

8. Classifying
It involves arranging items into
groups, all items in a group have
some sort of uniformity.

9. Example
Grouping is based on texture,
size, color, surface, or edge type,
as well as the relationship
between individuals and groups.
Classifying

10. Question for reflection
What characteristics did you look at in order to decide in what group to place an
object?
Did an object fit into more than one group? Why or why not?
Do you think that scientists use classification when they are studying things? If
so, how and why?
Does classifying these organisms into certain groups help scientists study
them?
How does classification help scientists study? How not?
Source: http://sciencenetlinks.com/lessons/classify-it/
Classifying

11. Inferring
It involves drawing conclusions based
on observation. To make an
inference, people link what they
observe to previous experience and
the new information observed
through our senses.

12. Example
Conclude that it rained in the morning
because the sidewalk is wet.
In conclusion, the temperature in Karachi is
higher than that in Quetta in January
Inferring

13. Suggested Activity
Black bag:
• Without watching put your hand on the
bag
• tell what you feel inside the bag.
• Draw a diagram about how those
things look likes.

14. Measuring
Determine the size, volume,
mass, weight, or temperature of
an object.
Finding out how long an event
occurs.

15. Example
Measuring
 Measuring the length of a tree with a meter
stick,
 finding the mass of a rock with a spring
balance,
 looking at a clock to find out how long it
takes for an ice cube to melt,
 find out with a thermometer how hot the
water is.

16. Predicting
It involves the estimation of the
possible consequences of an
experience or event. These
estimates or predictions depend
on previous observations and
their results.

17. Example
Predicting
Explain that blue litmus paper will turn red in
lemon juice.
Explain how long it would take for a cup of
water to freeze if it were frozen.

18. Communicating
It involves expressing what
you know orally, through
written pictures or in the form
of graphs.

19. Example
Communicating
• Reporting orally or in writing,
• Shaping or describing the
food chain from the larger
web of the food cycle in the
form of a Flow Chart.

20. Using numbers
It involves arranging,
multiplying, dividing, and
dividing numbers, including
drawing numbers and graphs.

21. Example
Using numbers
• Arranging objects by the
quantity of matter,
• placing the lightest object first,
• graphing the temperature by
the time.

22. Hypothesizing
It involves an informed
assessment of how and why
something is happening.
This theory can be tested
again to see if it is correct or
not.

23. Example
Hypothesizing
• Predict that
"Bean seeds grow faster in
infrared rays than in white light."
They can be re-tested through an
experiment
Does the color of light affect plant growth

24. Designing experiment
It involves examining
assumptions and
predictions or estimates.

25. Example
Designing experiment
• Designing and conducting an experiment to
show that seawater freezes faster than water.
• Similarly, to create an experiment to show the
conductivity of objects

26. Controlling variables
It involves ensuring that all
elements of experience
remain the same except for
one element being worked on.

27. Example
Controlling variables
• The experiment in such a way that the size of the
sail of the boat affects the time required to cover a
certain distance.
• The second time you cook, change the amount of
salt according to the recipe, but keep all other
ingredients at the same temperature and cooking
time.

28. Interpreting Data
It involves explaining the
meaning derived from any
information that has been
collected.

29. Example
Interpreting Data
• Read about the use of fossil fuels and conclude
that most industries use coal over natural gas.
• Studying the daily weather schedule and
concluding that coastal areas receive more rainfall
than deserts.

30. Integration in Lesson:
Predict-Observe-Explain
Egg in Bottle

31. Thank you
Now it is your turn