week 1 process skills new ppt.pdf
- 2. OBSERVE THIS FIRST BECAUSE SCIENCE STARTS WITH OBSERVATION Fart
- 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
- 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 ..
- 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,