Science Process Skills Grade 4

1. SCIENCE PROCESS SKILLS
GRADES 4
TEACHER: MISAJON, LOUIE C.

2. LESSON OBJECTIVES:
1. Distinguish the scientific skills.
2. Appreciate the essence of science.

3. Definition
01
Table of Contents
Relationship and
It’s Importance
02
Overview
04
Lesson
development
03

4. 01
Science process skills are the tools scientists use to “know”
about the world. Learning the process skills is
preparation for becoming a scientist.
came from a group of science educators and scientists at
the American Association for the Advancement of
Science (AAAS) during 1967.
Science
Process Skills

5. • Observing
• Communicating
• Classifying
• Measuring
• Inferring
• Predicting
These are grouped into BASIC SCIENCE
PROCESSES which include:

6. 02
IMPORTANCE &
RELATIONSHIP

7. TEACHERS:
• It helps teachers to figure out
everyday questions and will likely
lead to make a good decisions
• Able to improve critical-thinking.
• Able to help students develop their
skills that they will use in the future
in every area of their lives.
STUDENTS:
• learning the skills of science helps
them to understand the science
content.
• The students will be actively
engaged with the science and
reach a deeper understanding of
the content.
• Active engagement with science
will likely lead students to become
more interested and have more
positive attitudes towards science.

8. Its relationship between science and mother tongue as teaching
method, is that it helps the learner understand the concept of
science in early grades.
It become more relevant and meaningful because it will relate with
the context of the learner.

9. TEACHERS:
• It helps teachers to figure out
everyday questions and will likely
lead to make a good decisions
• Able to improve critical-thinking.
• Able to help students develop their
skills that they will use in the future
in every area of their lives.
STUDENTS:
• learning the skills of science helps
them to understand the science
content.
• The students will be actively
engaged with the science and
reach a deeper understanding of
the content.
• Active engagement with science
will likely lead students to become
more interested and have more
positive attitudes towards science.
Be a
scientifically
literate
teacher !!

10. Scientist
are very
curios
People!!

11. Example

12. OBSERVATION
-gather information through the use or
combination of the 5 basic concepts.
“

13. “
COMMUNICATING
-This process actually refers to a group of skills, all
of which represent some form of systematic
reporting of data. The most common examples
include data display tables, charts and graphs.

14. EXAMPLE
WRITTEN OR
SPOKEN WORDS
GRAPHS, TABLES,
DIAGRAMS
Video recording
Purpose: represent information
and can be reviewed.

15. “
CLASSIFYING
-grouping or ordering objects or events into
categories based on similarities and differences.

16. EXAMPLE: Classify this…

17. EXAMPLE: Classify this…

18. EXAMPLE: Classify this…
Classification – BREAKING A LARGE GROUP INTO SMALL

19. “
COMPARING
-Comparing means to see how 2 things are alike or
different

20. Example
INVERTEBRATE VERTEBRATE
CRAWLS
NO FEET

21. MEASURING
-comparing an unknown quantity with a
known quantity using both standard
and nonstandard units of measure or
estimates to describe the dimensions of
an object or event
“

22. EXAMPLE TOOLS
Length – linear measurement
base unit : meter
Volume – capacity
base unit : liter
Weight – mass
base unit : gram
Temperature – hot/cold
base unit : Celsius

23. NON-STANDARD TOOLS
THE IDEA IN NON STANDARD UNITS IS TO FOCUS
THE CHILD ON THE CONCEPT OF HEAVIER
LIGHTER LONGER OR SHORTER.

24. INFERRING
-Inferences are an explanation for an observation you have made.
They are based on your past experiences prior knowledge.
Inferences are often changed when new observations are made.
“

25. Inferences usually ask the questions of;
“
“What do you think happened?”
“Why do you think happened?”

26. Observation: The grass on the school’s front
lawn is wet.
• Possible inferences:
➢ It rained.
➢ The sprinkler was on.
➢ There is dew on the grass from the morning.
➢ A dog urinated on the grass!
• All of these inferences could
possibly explain why the grass is
wet. They are all based on prior
experiences.
Example

27. PREDICTING
-This process deals with projecting events based upon a
body of information. One might project in a future
tense, a sort of trend analysis, or one might look for an
historical precedent to a current circumstance
“

28. 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
based on a pattern of evidence

29. TEACHERS OF THE 21ST
CENTURY
IF YOU HAVE THE WILL
TO PERESEVERE THEN
IT WILL GUIDE YOU TO
SUCCESS!
THANK YOU…