Science Systematized body of knowledge From the Latin word “scientia”

meaning knowledge Greek word “scire” meaning to

know Combination of processes and

products

Technology From the Greek word

“technologia” “techno” meaning art and skill and “logia” meaning study of

Applied science

Chemistry Branch of science that deals with

the study of matter, its composition, properties and changes it undergo.

Considered core or central science.

Who am I? I determine the structure, composition,

and nature of substances by examining and identifying their various elements or compounds.

ANALYTICAL CHEMIST

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

ORGANIC CHEMIST

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

INORGANIC CHEMIST

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

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

BIOCHEMIST

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

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

COMMUNICATING Giving or

exchanging information

Describing: object, action, event

* Words: oral or written * Graphic

symbols

COMMUNICATING:Graphic Symbols

Drawings Diagrams Maps Tables Charts Graphs

COMMUNICATING:Graphic Symbols

COMMUNICATING:Graphic Symbols

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

CLASSIFYING Observing

similarities and differences

Sorting according to a predetermined set of properties or schemes

Labeling the common characteristics

Classifying Animals:Dichotomous Key

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

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

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

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.

MEASURING INSTRUMENTS:Weighing Scales

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

INFERRING Developing

ideas based on observations

PREDICTING

Forming an idea of an expected result, based on inferences

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.

Observing, Inferring, or Predicting?

There is a bee on a flower.

A bee is pollinating a flower.

The flower will be fertilized.

Observing, Inferring, or Predicting?

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.

GROUP 1

GROUP 2

GROUP 3

GROUP 4

GROUP 5

GROUP 6

References

BOOKSOstlund, 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. 2nd 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.

ReferencesWEB SITESAmerican 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 …