3. OBJECTIVES:
At the end of the session, participants are
expected to:
*Develop process skills in inferring using
different activities.
*Engage learners in a variety of learning
experiences.
*Make inferences out of the pictures
presented
6. 1. What could be the plan of the
pig?
2. What will the pig do in this
situation?
3. How did you make an inference?
4. What particular situation lead
you to infer that the pig will make
a plan in order to get the
cookies?
12. Receipt Inference
Teachers can gather receipts from
variety or discount stores that contain
lists of 10 or more items. Once given a
receipt, analyze the items to make
inferences about the person who
bought that particular list of items
13.
14. What are the items in the receipt?
Who did the shopping?
For whom was the shopping done?
What can you infer from the items
bought?
17. ---The bread was full of molds ___________
Because it was not eaten for several
days/weeks
18. Jimmy’s pulse and heart beats
increases_______
He might have jog/ swim/play
19. THE RELATIONSHIP BETWEEN
SCIENCE PROCESS SKILLS AND
THINKING SKILLS.
MAKING
INFERENCES
- TO RELATE
- TO COMPARE AND
TO CONTRAST
- TO ANALYZE
- INFERRING
20. 1. Using information from observations
to make reasonable early conclusions.
2. Making various possible
interpretations from single
observation.
You are making inferences
when you are….
21. 3. Testing the accuracy of inferences
through additional observations.
4. Using inferences as a tool to determine
the appropriate additional
observations.
You are making inferences
when you are….
