SCIENCE PROCESS SKILLS

OBSERVE THIS FIRSTBECAUSE SCIENCE STARTS

WITH OBSERVATION

Fart

SCIENCE PROCESS SKILLS

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

HOW DO YOU TEACH SCIENCE PROCESS SKILLS?

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

observing

1. OBSERVING

Using your 5 senses effectively

observing

OBSERVING

observing

OBSERVINGUsing 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.

observing

Identifying relevant particulars of

an objects and its environment.

OBSERVING

observing

Identifying relevant particulars of an objects and its environment

observing

Focusing on relevant particulars from massive information.

observing

Identifying similarities and differences.

observing

Identifying similarities and differences.

Identifying strange / unusual features.

observing

Identifying strange / unusual features.

observing

Realizing changes in environment.

melting ice

Identifying the correct sequence.

observing

Identifying the correct sequence.

observing

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

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.

classifying

WHY DO WE NEED TO CLASSIFY?

1.Too many items or information.

2. Items or information are not organized

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.

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.

CLASSIFY……

Detecting similarities

same color

same shape

Grouping objects based on certain criterion

colour

..

Using other criterion in grouping objects

shape

..

Grouping objects in different ways

..

classifying

Application of classifying

classifying

Application of classifying

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

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.

measuring & using no

You are measuring and

using numbers

when you are……

measuring & using no

Able to count and compare quantity of items in different groups.

measuring & using no

Able to count and compare quantity of items in different groups.

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

measuring & using no

Able to recognize the pattern from a table of numbers.

measuring & using no

Using numbers to record phenomenon

0 - STOP

1 - ROTATE

2 - ROTATE FASTER

3 - FASTEST

measuring & using no

Using numbers to record phenomenon

Powder fall phenomenon

in Niseko Japan

- Count the powdered snow !!!

measuring & using no

Using scales and explaining ratios.

measuring & using no

Compare objects using numbers.

measuring & using no

Using tools correctly.

measuring & using no

Recording unit correctly.Choosing and using standard unit.

measuring & using no

Comparing time, distance, area and volume with relevant units.

Determining the accuracy in measurement

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.

You are making

inferences when you

are……………

inferencing

Using information from observations to make reasonable

early conclusions.

inferencing

WHY IS THE COW SO FAT?

WHY IS THE COW SO FAT?

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

inferencing

Making various possible interpretations from single

observation.

inferencing

Making various possible interpretations from single

observation.

inferencing

Able to identify the limitations of inferences

inferencing

inferencing

Testing the accuracy of inferences through additional

observations.

inferencing

Using inferences as a tool to determine the appropriate

additional observations.

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.

You are predicting, when you are …………………

predict

Using pattern of data explicitly to make projections.

predict

Extrapolating and inserting data as a tool to predict.

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.

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.

You are communicating

when you are….

• Speaking, listening or writing to express ideas or meanings.

• Using charts, graphs and tables to present information.

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.

communicating

• Drawing and making notes.

It is brown in colour,

tastes sweet, rectangular and cone in shape

• Using and explaining the meaning of

symbols.

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

Eg. Relationship between frequency of tetrahedron spin with time

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.

9. DEFINING OPERATIONALLY(INTEGRATED SKILLS)

• Creating a definition by describing what is done and observed

• It is in the language of thestudents.

• Definitions are in context of students' experiences - not from the glossary, not to be memorized.

DEFINING OPERATIONALLYStating how to measure a variable in an experiment.

Example: Stating that bean growth will be measured in centimeters per week.

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.

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.

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

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)

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.

Be aware that there are more than one explanation for

events.

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.

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.

Science Process Skills

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

• 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.

GOOD LUCKPrepared, researched and presented by:

Marzita Omar

Science Facilitator,