This document discusses the science process skills which include observing, classifying, measuring and using numbers, making inferences, predicting, communicating, using space-time relationships, interpreting data, defining operationally, controlling variables, and making hypotheses. It provides examples and explanations of each skill. It emphasizes that teaching science is about encouraging students to ask questions, formulate hypotheses, design experiments to test hypotheses, and evaluate results. The document stresses using these skills to solve problems, make decisions, and further understanding of the environment.

1. SCIENCE PROCESSSKILLS

2. OBSERVE THIS FIRST
BECAUSE SCIENCE STARTS
WITH OBSERVATION
Fart

3. SCIENCEPROCESSSKILLS

4. WHAT are the SCIENCE PROCESS SKILLS?
1. Observing
2. classifying
3. Measuring and using numbers
4. making inferences
5. predicting
6. Communicating
7. Using space-time relationship
8. interpreting data
9. Defining operationally
10. Controlling variables
11. Making hypotheses
12. experimenting

5. HOW DO YOU TEACH SCIENCE PROCESS
SKILLS?

6. Basically, you encourage a person to
ask questions, formulate a hypothesis,
design and run an experiment to test the
hypothesis and evaluate (analyze) the
result

7. observing
1. OBSERVING
Using your 5 senses effectively

8. observing
OBSERVING

9. observing
OBSERVING
Using the 5 senses (see, hear, touch, smell, taste) to
find out about objects and events, their characteristics,
properties, differences, similarities, and changes
Qualitative – using the senses
Quantitative – using exact measurement
Observations are recorded.
Example: Describing a pencil as yellow.

10. observing
Identifying relevant particulars of
an objects and its environment.
OBSERVING

11. observing
Identifying relevant particulars of
an objects and its environment

12. observing
Focusing on relevant particulars
from massive information.

13. observing
Identifying similarities and differences.

14. observing
Identifying similarities and differences.

15. Identifying strange / unusual features.

16. observing
Identifying strange / unusual features.

17. observing
Realizing changes in environment.
melting ice

18. Identifying the correct sequence.

19. observing
Identifying the correct sequence.

20. observing
Using appropriate instrument(s) to
enhance senses for the details.

21. 2. CLASSIFYING
Using observation to group or
order objects or events according
to similarities or differences in
properties
Example: Placing all rocks having
certain grain size or hardness into
one group.

22. classifying
WHY DO WE NEED TO CLASSIFY?
1.Too many items or
information.
2. Items or information are not
organized

23. classifying
HOW DO WE CLASSIFY ?
1.Identify the general
characteristics of the items.
2. Sort out items of the same
characteristics into their
respective group.
3. Identify other characteristic.
4. Repeat step 1-3 until there is
only one item in each group.

24. classifying
You are classifying when you are ...
1. Detecting similarities.
2. Grouping objects based on certain
criterion.
3. Using other criterion in grouping
objects.
4. Grouping objects in different ways.

25. CLASSIFY……

26. Detecting similarities
same color
same shape

27. Grouping objects based on certain
criterion
colour
..

28. Using other criterion in grouping
objects
shape
..

29. Grouping objects in different ways
..

30. classifying
Application of classifying

31. classifying
Application of classifying

32. 3. MEASURING AND USING NUMBERS
Comparing an unknown quantity
with a known (metric units, time,
student-generated frames of
reference) unit
Observations are quantified using
proper measuring devices and
techniques

33. measuring & using no
• Measurements are to be recorded
in an orderly and systematic
fashion with labeled units of
measure. Charts, graphs, or
tables can be generated manually
or with computer software.

34. measuring & using no
You are measuring and
using numbers
when you are……

35. measuring & using no
Able to count and compare quantity
of items in different groups.

36. measuring & using no
Able to count and compare quantity
of items in different groups.

37. measuring & using no
Able to count and compare quantity
of items in one group
Genetic diversity in maize
Count and compare the
numbers of seeds which are
black, white and red in colour

38. measuring & using no
Able to recognize the pattern from
a table of numbers.

39. measuring & using no
Using numbers to record
phenomenon
0 - STOP
1 - ROTATE
2 - ROTATE FASTER
3 - FASTEST

40. measuring & using no
Using numbers to record phenomenon
Powder fall phenomenon
in Niseko Japan
- Count the powdered snow !!!

41. measuring & using no
Using scales and explaining ratios.

42. measuring & using no
Compare objects using numbers.

43. measuring & using no
Using tools correctly.

44. measuring & using no
Recording unit correctly.
Choosing and using standard unit.

45. measuring & using no
Comparing time, distance, area and
volume with relevant units.
Determining the accuracy in
measurement

46. 4. MAKING INFERENCES
Explanation or interpretation
that follow from the observation.
• Making an "educated guess" about
an object or event based on
previously gathered data or
information.

47. You are making
inferences when you
are……………

48. inferencing
Using information from
observations to make reasonable
early conclusions.

49. inferencing
WHY IS THE COW SO FAT?
WHY IS THE COW SO FAT?

50. inferencing
MAKING INFERENCES
When we are able to make
inferences, and interpret and
explain events around us, we
have better appreciation of
the environment around us

51. inferencing
Making various possible
interpretations from single
observation.

52. inferencing
Making various possible
interpretations from single
observation.

53. inferencing
Able to identify the limitations of
inferences

54. inferencing

55. inferencing
Testing the accuracy of
inferences through additional
observations.

56. inferencing
Using inferences as a tool to
determine the appropriate
additional observations.

57. 5. PREDICTING
Stating the outcome of a future event
based on a pattern of evidence.
Example: Predicting the height
of a plant in two weeks time
based on a graph of its growth during the
previous four weeks.

58. You are predicting, when
you are …………………

59. predict
Using pattern of data explicitly to
make projections.

60. predict
Extrapolating and inserting data as
a tool to predict.

61. 6. COMMUNICATING
• using words (written and spoken) or
graphic symbols to describe an action,
object or event.
Example: Describing the change in
height of a plant over time in writing,
through a graph or drawing.

62. communicating
Using the written and spoken
work, graphs, demonstrations,
drawings, diagrams, or tables to
transmit information and ideas to
others
To reflect the true nature of
science, ideas must be shared.

63. You are communicating
when you are….
• Speaking, listening or writing to
express ideas or meanings.
• Using charts, graphs and tables to
present information.

64. communicating
You are communicating
when you are….
• Recording information from
investigations.
• Posting questions clearly.
• Using references.
• Writing experiment report to enable
others to repeat the experiment.

65. communicating
• Drawing and making notes.
It is brown in colour,
tastes sweet, rectangular and cone in shape

66. • Using and explaining the meaning of
symbols.

67. 7. USING SPACE-TIME
RELATIONSHIP
• Describing changes in parameter with time
• Parameters are location, direction, shape,
size, volume, weight and mass.
• Applying numbers and their
mathematical relationships to make
decisions
Numbers are basic to science -
mathematical knowledge is applied

68. Eg. Relationship between frequency
of tetrahedron spin with time

69. 8. INTERPRETING DATA
(INTEGRATED SKILLS)
Organizing, analyzing, and
synthesizing data using tables,
graphs, and diagrams to locate
patterns that lead to the construction
of inferences, predictions, or
hypotheses.

70. 9. DEFINING OPERATIONALLY
(INTEGRATED SKILLS)
• Creating a definition by
describing what is done and
observed
• It is in the language of the
students.
• Definitions are in context of
students' experiences - not from
the glossary, not to be
memorized.

71. DEFINING OPERATIONALLY
Stating how to measure a variable in
an experiment.
Example: Stating that bean growth will be
measured in centimeters per week.

72. DEFINING OPERATIONALLY
• It is producing a definition of a thing
or event by giving a physical
description or the results of a given
procedure.
An acid turns blue litmus paper red and tastes sour.

73. 10. CONTROLLING VARIABLES
Manipulating one factor to
investigate the outcome of an
event while other factors are held
constant (keep the same)
Young children become confused
with multiple variables.
Students need practice in
identifying variables that affect
outcomes.

74. Identify variables in an investigation
( What to keep the same, what to change
and what to observe)
Size of salt
Volume of water
Temperature of water
Rate of stir

75. 11. MAKING HYPOTHESES
• Hypothesizing is stating a
tentative generalization which
may be used to explain a
relatively large number of
events. It is subject to immediate
or eventual testing by
experiments (to determine its
validity)

76. Suggest suitable explanations in
line with the evidence at hand
Quantity of
sugar
Time taken to
dissolve
5 spoons 10 min
3 spoons 5 min
1 spoon 2 min
Time taken for the sugar to
dissolve increases as the
quantity of sugar increases.

77. Be aware that there are more
than one explanation for
events.

78. 12. Experimenting
(Designing a fair test)
• Designing experiments involves planning a
series of data-gathering operations which
will provide a basis for testing a hypothesis
or answering a question.
Example:
Automobile manufacturers test seat belt
performance in crash tests.

79. Be a scientifically literate
teacher !!
• The scientifically literate person uses
processes of science in solving
problems, making decisions, and
furthering understanding of society and
the environment.

80. Science Process Skills
• "A Head Start on Science"
emphasizes encouraging a sense
of wonder within young children
through their use of the science
processes.

81. • Do not spoon-feed them specific
information about these objects and
phenomena.
• Rather, they are encouraged to expand
their perceptions of the world by
learning how better to observe such
things :-
eg. as caterpillars changing into
butterflies, how to compare the smells
of various foods, how to classify
leaves collected on a walk, and how to
communicate what they have learned.

82. GOOD LUCK
Prepared, researched and
presented by:
Marzita Omar
Science Facilitator,