Science

1. PROCESS
SKILLS

3.  OBJECTIVES:
 At the end of the session, participants are
expected to:
 *Develop process skills in inferring using
different activities.
 *Engage learners in a variety of learning
experiences.
 *Make inferences out of the pictures
presented

4. 1. Silent Television

6. 1. What could be the plan of the
pig?
2. What will the pig do in this
situation?
3. How did you make an inference?
4. What particular situation lead
you to infer that the pig will make
a plan in order to get the
cookies?

7. PHOTO PROCESSING
 What do you infer in the
pictures?

12. Receipt Inference
Teachers can gather receipts from
variety or discount stores that contain
lists of 10 or more items. Once given a
receipt, analyze the items to make
inferences about the person who
bought that particular list of items

14. What are the items in the receipt?
Who did the shopping?
For whom was the shopping done?
What can you infer from the items
bought?

16. Example
The pencil’s eraser
was well worn
__________
the person who used
the pencil make a lot
of mistakes

17.  ---The bread was full of molds ___________
 Because it was not eaten for several
days/weeks

18.  Jimmy’s pulse and heart beats
increases_______
 He might have jog/ swim/play

19. THE RELATIONSHIP BETWEEN
SCIENCE PROCESS SKILLS AND
THINKING SKILLS.
 MAKING
INFERENCES
- TO RELATE
- TO COMPARE AND
TO CONTRAST
- TO ANALYZE
- INFERRING

20. 1. Using information from observations
to make reasonable early conclusions.
2. Making various possible
interpretations from single
observation.
You are making inferences
when you are….

21. 3. Testing the accuracy of inferences
through additional observations.
4. Using inferences as a tool to determine
the appropriate additional
observations.
You are making inferences
when you are….

22. Don't just "dive in" and make a
decision right away.