(science) sps
TRANSCRIPT
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 …