The document discusses science process skills which are basic skills used in scientific inquiry and investigation. It defines several key science process skills including observing, classifying, measuring, inferring, predicting, and communicating. Examples are provided for each skill and how they are used to gather and analyze scientific data. Diagrams and activities are also included to illustrate applying these process skills in practice.

1. Science Systematized body of knowledge From the Latin word “scientia” meaning knowledge Greek word “scire” meaning to know Combination of processes and products

2. Technology From the Greek word “technologia” “techno” meaning art and skill and “logia” meaning study of Applied science

3. Chemistry Branch of science that deals with the study of matter, its composition, properties and changes it undergo. Considered core or central science.

4. Who am I? I determine the structure, composition, and nature of substances by examining and identifying their various elements or compounds. ANALYTICAL CHEMIST

5. I study the chemistry of the vast number of carbon compounds that make up all living things. ORGANIC CHEMIST

6. I study compounds consisting mainly of elements other than carbon, such as those in electronic components INORGANIC CHEMIST

7. 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. PHYSICAL CHEMIST

8. I am identifying substances' chemical and physical properties in biological systems that is of great importance BIOCHEMIST

9. SCIENCE PROCESS SKILLS: BASIC AND INTEGRATED Observing Communicating Classifying Measuring Inferring Predicting Making a model Defining operationally Investigating * Asking a question * Collecting data * Reporting data * Comparing results * Making a conclusion

10. OBSERVING Using one or more of the senses Extending the power of the senses by using equipment/gadgets Gathering information: objects and/or events Comparing and contrasting Looking for similarities and differences

11. COMMUNICATING Giving or exchanging information Describing: object, action, event * Words: oral or written * Graphic symbols

12. COMMUNICATING: Graphic Symbols Drawings Diagrams Maps Tables Charts Graphs

13. COMMUNICATING: Graphic Symbols

14. COMMUNICATING: Graphic Symbols

15. Activity 1 Using weather symbols, draw the following weather conditions. Rains with thunderstorms Mostly cloudy with scattered rain showers and thunderstorms Partly sunny Partly cloudy Sunny Windy

16. CLASSIFYING Observing similarities and differences Sorting according to a predetermined set of properties or schemes Labeling the common characteristics

17. Classifying Animals: Dichotomous Key

18. Activity 2 Make a Dichotomous key to classify the following: Group 1 – clothes Group 2 – subjects Group 3 – shoes Group 4 – junk foods Group 5 – vegetables Group 6 – fruits

19. MEASURING Comparing objects to arbitrary units that are standardized Comparing objects to arbitrary units that are not standardized * Estimating – Approximately calculating a quantity or value based on judgment

20. MEASURING INSTRUMENTS Length Mass and weight Volume Temperature Ruler, tape measure, meter stick Equal-arm balance, weighing scale Measuring cups and spoons, graduated cylinder, beaker, dropper Thermometer

21. Using the Equal-Arm Balance See if the pointer points to the zero mark. If not, adjust it to its initial zero reading. Protect the platforms with paper/plastic containers. After using, wipe the platforms with a clean tissue paper.

22. MEASURING INSTRUMENTS: Weighing Scales

23. ESTIMATING Dali (cm), dangkal (cm), dipa (m) Estimate: drops in 1 cc or mL Estimate: heaviness/mass of solids by *using hands *improvised balance *non-standard masses

24. INFERRING Developing ideas based on observations

25. PREDICTING Forming an idea of an expected result, based on inferences

26. Observing, Inferring , or Predicting ?

27. Observing, Inferring, or Predicting? The bean’s seed coat is broken. The seed is sprouting. If the seed would have enough water, air, warmth, and nutrients, it would grow into a healthy bean plant.

28. Observing, Inferring, or Predicting? There is a bee on a flower. A bee is pollinating a flower. The flower will be fertilized.

29. Activity 3 Using the pictures assigned to your group, give at least 2 (two) observation, inference and prediction. Be ready to present it to the class.

30. GROUP 1

31. GROUP 2

32. GROUP 3

33. GROUP 4

34. GROUP 5

35. GROUP 6

36. References BOOKS Ostlund, K. L. (1992). Science process skills: Assessing hands-on student performance. California: Addison Wesley. Ostlund, K. L. and S. Mercier. (1996). Rising to the challenge: National Science Education Standards (Grades 5-8). California: S & K Associates. Tolman, M. N. (2006). Hands-on life science activities for grades k-6 . 2 nd ed. San Francisco: John Wiley and Sons, Inc. UP NISMED. (1999). Sourcebook on practical work for science teachers . Quezon City: UP NISMED. ________. (1995). Science made easy: Teacher support materials . Vols 3-6. Quezon City: UP NISMED.

37. References WEB SITES American Association for the Advancement of Science. (1996). Science process skills: Basic skills. Retreived July 27, 2007 from http://education.shu.edu/ pt3grant/zinicola/skills_source.html 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% 20Science.asp Szesze, M. J. (2001). Science content=process skills + concepts. Retrieved July 7, 2007 from http://mcps.k12.md.us/curriculum/science/instr/contentpro&con. htm 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 _SERIES/science_lesson …