9

RESEARCH 1
Quarter 1 – Module 1:
Basic Science Process Skills
Research 1– Grade 9
Alternative Delivery Mode
Quarter 1 – Module 1: Basic Science Process Skills
First Edition, 2020

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has been exerted to locate and seek permission to use these materials from their respective
copyright owners. The publisher and authors do not represent nor claim ownership over
them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Aila Dana B. de Guzman

Editor: Aljon F. Tobongbanua
Reviewer: Eloisa T. San Juan, EdD
Illustrator: Francis C. Maya
Layout Artist: Eloisa T. San Juan, EdD
Cover Design: Emmanuel S. Gimena Jr.

Management Team:
Schools Division Superintendent : Romeo M. Alip, PhD, CESO V
Asst. Schools Division Superintendent : Rolando M. Fronda, EdD, CESE
Chief Education Supervisor, CID : Milagros M. Peñaflor, PhD
Education Program Supervisor, LRMDS : Edgar E. Garcia, MITE
Education Program Supervisor, AP/ADM : Romeo M. Layug
Education Program Supervisor, Science : Edwin Riel Bermillo, EdD
District Supervisor, Assigned Subject : Jonathan B. De Guzman, EdD
District LRMDS Coordinator, Assigned Subject: Maria Linda V. Manzano
School LRMDS Coordinator, Assigned Subject: Neri D. Mangalindan
School Principal, Assigned Subject : Norma N. Mariano
Lead Layout Artist, Assigned Subject : Eloisa T. San Juan, EdD
Lead Illustrator, Assigned Subject : Francis C. Maya
Lead Evaluator, Research 1 : Eloisa T. San Juan, EdD

Printed in the Philippines by Department of Education – Schools Division of Bataan

Office Address: Provincial Capitol Compound, Balanga City, Bataan
Telefax: (047) 237-2102
E-mail Address: bataan@deped.gov.ph
 9

Research 1
Quarter 1 – Module 1:
Basic Science Process Skills
Introductory Message
For the facilitator:

Welcome to the Research 1– Grade 9 Alternative Delivery Mode (ADM) Module on

Basic Science Process Skills!

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

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For the learner:

Welcome to the Research 1– Grade 9 Alternative Delivery Mode (ADM) Module on

Basic Science Process Skills!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

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 What I Can Do This section provides an activity which will
help you transfer your new knowledge or
skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

As a beginner in the field of Research, this module is written and designed for
Grade 9 students to demonstrate the appropriate basic science process skills in a
given event or object under Science Technology and Engineering (STE) program to
provide you the basic knowledge and skills that will serve as your foundation as
you go further in studying research and making research papers.

At the end of this module, you should be able to:

a. identify the basic science process skills;

b. determine the appropriate science process skill in a given event and
c. apply the basic science process skills in solving problems.

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 What I Know

A. Read each statement carefully and determine which basic science

process skill is being described. Choose your answer inside the box
below and write it in your Research 1 notebook.

INTERPRETING DATA OBSERVING CLASSIFYING

MEASURING PREDICTING EXPERIMENTING COMMUNICATING
FORMULATING MODELS FORMULATING HYPOTHESIS INFERRING

1. Age has a significant effect on mathematical ability of a person.

2. Recording data from an experiment on the growth of okra in a data table and
forming a conclusion about it.
3. The skill wherein numbers are used to record a phenomenon.
4. The process of using past observations or data along with other kinds of
scientific knowledge to forecast event or relationships.
5. Placing all blocks of the same color in one group.
6. Perhaps the boy ate too much sweets and had toothache.
7. The mango tastes sweet.
8. Showing changes in height of a mongo plant over time through a line graph.
9. The basketball player wanted to see if he would win his game wearing his
lucky jersey.
10. Modify existing models to include new observations.

B. Read the paragraph below and answer the given questions:

The Science teacher wants to know if the food eaten by the students before taking
an exam in Research 1 will have an effect on their score. Half of the students will
eat fruits and the other half will eat chocolates.

1. How will you apply the measuring skill in this problem?

2. What is your prediction in this problem?

3. What will be the null hypothesis?

4. What are the possible controlled variables in doing the experiment?

5. In what form can you convey the result of the experiment?

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Lesson

1 Basic Science Process Skills

Science is about asking questions and finding answers to those questions. In

looking for these answers, basic science process skill is an important tool to be
used. This includes observing, measuring, classifying, inferring, predicting,
communicating, interpreting data, formulating hypothesis, experimenting and
formulating models.

These skills are helpful not only in studying science concepts but also can be
applicable in dealing with everyday life, in understanding things and events
happening around us.

Science is grounded with inquiry, experimentation and discovery.

What’s In

Activity 1: DePIC Me!

In this activity, there are ten images related to Science and Research. Give the
word/words implicated in each image using the jumbled letters as your hints. Write
your answer in your Research 1 notebook.

1. 2.

Figure 1
Figure 2

VARONOBSETI EGHTOCNLYO

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3. 4.

Figure 3 Figure 4

SNTESIITC RXETPMENIE

5. 6.

Figure 5 Figure 6

GESIVTATEIN ORMTHEEREMT

7. Table 1
8.

Figure 7

GPHAR
SSSEEN

9. 10.

Figure 8 Figure 9

EACTLULCA OCSREPS

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 Notes to the Teacher
This module will prepare the learners to understand the
basic science process skills and apply it through investigation and
discovery of a given object or event.

What’s New

Activity 2: Catriona’s Gown

Read the given situation below and answer the following questions. Write your
answer in your Research 1 notebook.
Ms. Universe, Catriona Gray noticed that two of her
most favorite gowns, the Mayon Volcano Gown and
the Ibon Adarna gown had stains on which one as
big as the size of her palm. She bought all the
available detergent soaps in the market and choose
all the leading brands. Based on the TV commercials
and product reviews that she had read, she
assumed that Mrs. Clean and Supreme are the two
of the most suitable detergents to choose.

Her friend, Katherine advised her to use the latest

Figure 10
brand of detergent soap known as Mrs. Clean. Her
other friend, Michelle recommended using Supreme,
a well-known detergent soap in the country.
Although she had the same thought as Michelle that
Supreme will remove the stain faster than Mrs.
Clean, she still tested the effectiveness of the latter
detergent. Catriona then soaked her Mayon Volcano
gown in Mrs. Clean and the Ibong Adarna with
Supreme detergent. She had been checking every 15
minutes how fast the stains were being removed in
both gowns, and took pictures to compare the
differences between the two. After 1 hour and 35
minutes, the stain in Mayon Volcano gown has
Figure 11
already gone and after 2 hours the stain in Ibong
Adarna gown has also vanished.

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Guide Questions:

1. Which sentence states an observation?

2. Which part shows that there is a measurement indicated?
3. How was the choice of detergent being classified?
4. In which part did Catriona make an inference?
5. What is the prediction made by Catriona?
6. In what way can Catriona communicate the result of her findings?
7. What interpretation can you derive from the gathered data?
8. What hypothesis can you derive from the problem?
9. Which sentence/s contain/s a complete experiment?
10. What are the variables stated in the experiment?

What is It

Based on the previous activity, what are the ten basic science process skills?

In solving a problem, answering a question or investigating something, we can all

do these in a scientific way using the following skills:

First, it will all start with observing. By using our five senses (see, hear, touch,
smell, taste) effectively, we can create “what”, “why”, “how” (and so on) questions in
our mind. We will be able to find out about objects and events, their
characteristics, properties, differences, similarities, and changes. An observation
can be a.) qualitative – using the senses and b.) quantitative – using exact
measurement

Can you describe the picture in the right side qualitatively

and quantitatively?

Choco Cookies

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 Figure 12

The second skill is measuring. Observations can be measured using appropriate

measuring devices and procedures. You are measuring and using numbers
appropriately when you are:
a. able to count and compare quantity and numerical data of items in
different groups;
b. able to count and compare quantity and numerical data of items in one
group;
c. able to recognize the pattern from a table of numbers;
d. able to use numbers to record phenomenon;
e. able to use scales and explain ratios.
f. able to compare objects using numbers;
g. able to using tools properly;
h. able to record unit correctly and choose and use standard unit.

Can you give the correct

measurement of the following
objects on your right?

Figure 13

Third skill is classifying. This involves grouping or ordering of objects or events

according to similarities or differences in properties. In classifying, there are four
steps to be followed:
a. Identify the general characteristics of the items.
b. Sort out items of the same characteristics into their respective
group.
c. Identify other characteristic
d. Repeat step 1-3 until there is only one item in each group.

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Can you group the following objects on the right side? What is your basis for
grouping them?

Fourth skill is inferring. It is the

explanation or interpretation made from
the observation. It is also called an Figure 14

"educated guess" about an object or

event based on previously gathered data
or information. You are making
inferences when you are using
information and data from observations
to make sensible early conclusions.

What inference can you draw by looking

at the broken window on your right?
Figure 15

The fifth skill is predicting. In this part, you are stating the outcome
of a future event based on a pattern of
evidence. You are predicting when you are Growth of Gumamela Plant Figure 16

using arranged data clearly to make

projections or forecasts. (in) 6
5
4
What will be your predicted height (in inches)
of Gumamela plant in its fourth week?
3
2 ?
1
0
Table 2
Week 1 Week 2 Week 3 Week 4

The sixth skill is communicating. It is essential to

communicate your observation with other people. It
involves words (written and spoken) or graphic symbols
to describe an action, object or event. It can be in the
form of graphs, demonstrations, drawings, diagrams, or
tables to transmit information and ideas to others

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After a week of observing the growth of fruit flies for a week, how will you effectively
communicate the result of your observation?

Figure 17

The seventh skill is interpreting data. This involves the application of the other
science process skills, specifically classifying, inferring, predicting and
communicating. It will determine how essential the gathered data are in answering
a question or solving the problem. Interpretations made are always subject to
changes or adjustments due to new or more refined data.

What is your interpretation on the growth of gumamela plant as shown in Table 2

above?

The eight skill is formulating hypothesis. The formulation of hypotheses depends

directly upon questions, inferences and predictions. The hypotheses made will be
tested through an experimentation. If there are more than one hypothesis
presented, each must be stated separately. A feasible hypothesis is stated in a way
that, upon testing, its credibility may be determined.

The two types of hypothesis are:

1. Alternative hypothesis (Ha) – It states that there is a significant relationship
between variables.
Example: There is a significant relationship between the light color and the
growth of plants.
2. Null hypothesis (Ho) – It states that
there is NO significant relationship
between variables.
Example: There is no significant
relationship between the light color and
the growth of plants.

Can you give an example of a null and

alternative hypothesis based from the picture Figure 18

on the right side?

Now to test if the hypothesis made is correct, you will proceed to the ninth skill
which is experimenting. During experimentation, you will be using three variables
which are:

a.) independent variable or the manipulated variable – the factor that is changed or
tested.
b.) dependent variable or the responding variable – result of the modification in the
manipulated variable.
c.) controlled variables – factor that remain unchanged throughout the experiment.

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For example, you want to test if the student’s number of sleeping hours the night
before an examination will affect his score. Which is the independent variable,
dependent variable and controlled variable/s?

Lastly, the tenth skill in the basic science process skills is formulating models
which can either be in the form physical and mental. This is based on the
acceptable hypothesis and is used to describe and explain the relationship between
ideas or variables. If testing a hypothesis results to new information, the model
must be revised to include it.

So, to see if you remember the ten basic science process skills, answer the next
activity.

Activity 3: What’s Next?

Direction: Write the correct sequence of Basic Science Process Skills in each box
below. The red box for the first skill and the violet box for the last one, respectively.
Copy and answer the illustration in your Research 1 notebook.

1____ 3____ 5____ 7____ 9____

2____ 4____ 6____ 8____ 10____

Figure 19

What’s
More

Activity 4: Which Liquid Melts the Fastest?

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Objective: To apply the ten basic process skills in determining which of the
available liquid in your house will melt the fastest.

Materials:
5 available liquids in your house (e.g. water, soy sauce, milk, alcohol, iced
tea)
ice cube tray or any 5 containers of same sizes
timer

Procedure:
1. Prepare all the needed materials.
(Write your answer in observing, measuring and classifying in the table 3)
2. Put five liquids in the ice cube tray (or container) and let them freeze.
Make sure that liquids are of the same amount.
(Write your answers in inferring and predicting)
3. When all the liquids turn frozen, remove them from the freezer.
4. Use the timer to record the time for each liquid to reach its melting point.
(Answer the remaining process skills.)
*Note: Copy the table and write your answer in your Research 1 notebook.

Table 3
SKILLS ANSWER/ACTION DONE
OBSERVING
MEASURING
CLASSIFYING
INFERRING
PREDICTING
COMMUNICATING
INTERPRETING DATA
FORMULATING
HYPOTHESIS
Dependent variable
EXPERIMENTING Independent variable
Controlled variable
FORMULATING MODELS

What I Have Learned

Activity 5: Talking Emoji!

Objective: To complete the speech bubble of each emoji based on your own
understanding of the lesson. Write your answer in your Research 1 notebook.

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 The basic science process skills in
correct sequence are
__________________________.

I can do observation by
_________________________________

Communicating the results of an

experiment is necessary because
_____________________________

A correct measurement is important

because ____________________

A feasible hypothesis is essential

because_____________________________

I am classifying when I am
________________________________

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 What I Can Do

Activity 6: Science Process Skills in My Home and in My Life!

Objectives: To apply the knowledge of Basic Science Process Skills in everyday

living.

Materials:
Research 1 notebook
Pen

Procedure:
1. Below are statements and questions we are dealing with our everyday
living. Determine which basic science process skill is being described in
each number
2. Write your answer in your Research notebook.

Statements/Questions:
1. How long does it take you to prepare for school in the morning?
2. I wonder which citrus fruit in the Philippines tastes the sourest. I predict
it is “calamansi” among all the citrus fruits. I am planning to find out and
track the results and discuss it.
3. Taste this soup to know if I need to add salt in it.
4. Separating white fabrics from colored ones.
5. How many chocolate chips are there in one pack?
6. Sending an e-mail to your family to share an information to them.
7. What do you think is going to happen in the next episode of the drama
series?
8. Segregate biodegradable from nonbiodegradable wastes.
9. I assume this is an insect because it has six legs.
10. My little brother is crying, maybe he’s hungry.

Assessment

A. Read each statement carefully. Choose the letter of the best answer.
Write your answer in your Research 1 notebook.

1. Which of the following is NOT an observation?

a. My neighbor’s house is big.
b. My neighbor’s gate is color green.
c. My neighbor’s lot is almost 500 square meters.

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 d. My neighbor earned a lot of money because of their successful business.
2. Which of the following is an inference about a pencil?
a. The pencil is sturdy and long.
b. The size of the pencil is 6 inches long.
c. The pencil has the name of its manufacture written on it.
d. The person who used the pencil got a lot of mistakes because its eraser
got well worn.
3. What measuring instrument will you use if you want to know how much
weight you gain during this community quarantine?
a. Balance scale
b. Double beam balance
c. Triple beam balance
d. Weighing scale
For item numbers 6-8, refer to this question:
Does decreasing the height of the ramp affect the speed of the car going
down the ramp?
4. What is the independent variable?
a. Type of car
b. Height of the ramp
c. Material used for ramp
d. Speed of the car going down the ramp
5. What is the dependent variable?
a. Type of car
b. Height of the ramp
c. Material used for ramp
d. Speed of the car going down the ramp
6. Which of the following is not a controlled variable?
a. Type of car
b. Height of the ramp
c. Material used for ramp
d. Gasoline used by the car
7. If you are able to determine which shape comes next in this pattern,
you already acquired the skill of _______________.

Figure 20

a. experimenting
b. inferring
c. observing
d. predicting
8. Which of the following is not part of the group?
a. Hearing
b. Seeing
c. Measuring
d. Touching

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9. A group of three boys and three girls are talking, laughing and eating on the
table. Which is not a correct inference of this observation.
a. The 3 boys and 3 girls are best friends.
b. The 3 boys and 3 girls barely know each other.
c. The 3 boys and 3 girls are having their break time.
d. The 3 boys and 3 girls are sharing some funny secrets.
10.The cashier counted the money in the drawer after she ended her shift. This
is an example of a(n):
a. Inference
b. Measurement
c. Experiment
d. Hypothesis

B. There are five pictures given below. Determine the appropriate science
process skill for each picture. Write your answer in your Research 1
notebook.

1 2

Figure 21
Chart 1

3 4

Figure 22
Figure 23

Additional Activities Figure 24

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Activity 7: Fact or Bluff

Direction: Determine whether the statement is a fact or a bluff by putting a check

() in the proper column.

Table 4

STATEMENT FACT BLUFF

1. All the basic skills are important individually as well

as when they are integrated together.

2. The ability to make good observations is also

essential in the development of the other science
process skills.

3. Classifying is determining only the difference among

objects or subjects.

4. When we are able to make inferences, interpret and

explain events around us, we have a better
appreciation of the environment around us.

5. The ability to make predictions about future events

allows us to successfully interact with the
environment around us.

6. Testing hypotheses may result in new information

about the study.

7. An inference is based upon prediction.

8. In an experiment, variables must be identified and

controlled as much as possible.

9. Interpreting data requires the application of other

basic process skills.

10.Basic Science process skills application is limited to

science concepts and lessons.

Activity 8: Science Pictionary

Direction: Write the appropriate science skill for the given pictures. Write your
answer in your activity notebook.

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 1 2

Figure 26

Figure 25

3 4

Figure 28
Figure 27

Activity 9: Draw my Mind!

Direction: Give your insights and reflections on the importance of understanding

basic science process skills. Draw a symbol, icon or picture to explain your
reflection Write your answer in your Research 1 notebook.

Answer Key

What I Know:
What’s In:
A.
1. Observation
1. Formulating Hypothesis 2. Technology
3. Experiment What’s New:
2. Interpreting Data
3. Measuring 4. Scientist
1. Ms. Universe Catriona Gray noticed
5. Thermometer
4. Predicting that two of her favorite gowns, the
6. Investigate
5. Classifying 20 Mayon Volcano and Ibon Adarna
6. Inferring gown had a stain.
7. Observing 2. the stain is as big as the size of the
8. Communicating palm
Activity 3:

1. Observing
2. Measuring
3. Classifying
4. Inferring
5. Predicting
6. Communicating
7. Interpreting data
8. Formulating
hypothesis
9. Experimenting
10. Formulating
models

What I have learned:

What’s More: 1. observing, measuring, classifying, inferring, predicting,
experimenting and communicating
Students’ answers
2. using my senses
depend on their choice
3. determining the similarities and differences
of materials.
4. it may affect the reliability of the result of the experiment
5. it may help the study of other people.

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 What I Can Do:
Assessment:
1. Measuring
2. Experimenting A.
3. Observation 1. d
4. Classifying 2. d
5. Measuring 3. d
6. Communicating 4. b
7. Predicting 5. d
8. Classifying 6. b
9. Inferring
7. d
10. Inferring
8. c
9. b
10. b

B.
1. Communicating
2. Observing
3. Predicting
4. Inferring
5. Experimenting

Activity 7:
Activity 8:
1. Fact
1. Measuring 2. Fact
2. Classifying 3. Bluff
3. Experimenting 4. Fact
4. Interpreting Data 5. Fact
6. Fact
7. Bluff
8. Fact
9. Fact
10. Bluff

References

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Anderson County Schools.2020.“5th Grade Science Study Guide Science Process
Skills”. Accessed: June 30, 2020
https://www.anderson1.org/cms/lib04/SC01000609/Centricity/Domain/
79/5th_grade_study_guide4_pdf.pdf.

ProProfs.2020.“:Science Process Skills Quiz!”. Accessed: June 30, 2020

https://www.proprofs.com/quiz-school/story.php?title=science-process-
skills-quiz

ReviewGameZone .2020.“Science Process Skills: Process Skills & Measurement”.

Accessed: June 30,
2020https://reviewgamezone.com/mc/candidate/test/?
test_id=725&title=Science%20Process%20Skills

NARST.2018.“THE SCIENCE PROCESS SKILLS” Accessed: July,

20,2020https://narst.org/research-matters/science-process-skills

Barman, Charles.1992.“SCIENCE PROCESS SKILLS” Accessed: July

20,2020https://castle.eiu.edu/~scienced/3290/science/process/crb.html

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For inquiries or feedback, please write or call:

Department of Education – Region III,

Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)

Provincial Capitol Compound, Balanga City, Bataan

Telefax: (047) 237-2102

Email Address: bataan@deped.gov.ph