SCIENCE PROCESS SKILLS

Logical operations of thinking in investigations. They are either basic or integrated. Basic
Process Skills: Observing, comparing, classifying, quantifying, inferring, predicting, communicating
and manipulative skills. Integrated Process Skills: Embodied in experimenting which includes
hypothesizing, controlling variables and classifying data.
The Basic Process Skills
OBSERVING
Most basic and fundamental of the process skills. One cannot compare, classify or perform
the other process skills without being a good observer. We observe objects or events through our
five senses: sight, smell, touch, taste and hearing.
Example: Describing a pencil as yellow
The Process of observing can be:
• Qualitative – this is identifying and naming the properties of an object such as its shape, color,
size, texture, smell, and sound.
• Quantitative – This kind of observation involves measurement.
• Change – it could be the result of crushing, pounding, burning, cutting, decaying, etc.
1. What is an observation?

All our waking hours, we are observing. This means our five senses are at work, whether it is simply
appreciating beautiful sceneries, listening o music or answering a what, why and how question in
mind. Through an intelligent use of our senses we are able to state the properties or characteristics
of objects. Then, we say we are observing. Our description is a statement rightly called an
observation. We state only what we see, hear, taste, smell and touch.

Example: We use our sense of sight to describe,

Size

number
shape
movement
color
texture
changes

We use our sense of hearig to perceive

sound intensity
sound source
pitch
direction
music
instruments producing sound

Our sense of touch enables us to obtain information about

Size
temperature
texture
shape
pressure

Qur sense of smell enables us to describe

sweet
pungent
acidic
burnt

Our sense of taste enables us to describe

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salty
Sour
Sweet
Temperature
Bitter

2. How can we develop the skill in observing?

a. Plan activities that will call for the use of all the five senses. Do not limit an observation lesson to
the use of sight only.

b. Use a variety of objects and materials commonly found in the environment to awaken curiosity
and interest.
c. Include observation of things that are changing, such as in size, direction and color to keep then
alert.
d. Observe things in motion to make them keen observers.
e. Quantify observations if possible, i.e. number, area and volume.
f. Start this early the practice in recording observations orderly and neatly.
g. Include lessons that will develop an appreciation and love for nature.

3. What are the advantages in developing the skil1?

a. Equipped with this skill, they become aware of what is happening around them.
b. Their attention 1s easily won 11 the senses are consistently kept active.
c. The accumulation of sufficient and accurate data is assured.
d. Constant and intelligent use "sharpens the senses."
e. Observing is basic in any activity, be it a simple inquiry, a study or a full-blown investigation.
f. Adeptness at observing is indicative of a scientific mind.

4. Sample Activities
a. Observing pets, favorite objects, plants and toys.
b. Describing sceneries, interesting hobbies, locations and clouds.
c. Listening and describing properties of sound, e.g., intensity and pitch.
d. Listening to music produced by different instruments.
e. Observing the scent of flowers, food and perfume.
f. Observing the taste of food, ripe fruit and candies.
g. Touching and describing the surfaces and temperature of objects.

COMPARING
Comparing is using observable properties in discovering similarities of and differences
between objects and phenomena. Through comparison, we are able to identify relationships among
objects and phenomena observed.
1. Comparing as a basic skill.

In observing we simply ask the students to state only what they observed through the use of
all senses. As soon as they are skilled in making accurate observations, they will later notice that
objects differ in properties. Some are bi1g, others are small among the same kind. There are tall
trees and short grasses though they are all plants. Some flowers are red, white and yellow.

To compare means to discover the similarities and differences in the properties of objects and
events. Easily compared are the characteristics of boys and girls, moon and sun, or buses and cars.

Whether consciously or unconsciously we are always comparing. We differentiate the weather

today from that of yesterday. We can compare the traffic as to the hour of the day. We compare the
quality of the food served every day. We are always recognizing similarities and differences among
events and conditions in the environment.

2. How can we develop the skill in comparing?

a. Include among the materials to be compared those that are prominently different from one
another in as many properties as possible, such as color, shapes and s1zes.
b. Include later, materials that are very similar in properties in order to lead them to examine the
materials in a more detailed manner.

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c. Let them discover in what property they are similar or different. Refrain from pointing to the
property to be compared.

d. Lead them to compare the properties in both quantitative and qualitative terms.

e. All answers are to be considered as to their individual perceptions. The student may differ in their
statement of comparisons.
f. Comparisons are easily seen it recorded in tabulations, graphs or other modes of presentations.

3. What are the advantages in developing the skill

a. Proficiency in this skill will assist the students immensely in analyzing and interpreting
information gathered.
b. They will easily develop a discriminating ability in accepting or rejecting evidences.
c. It sharpens their ability to make right choices or decisions.
d. They become more objective in formulating inferences and conclusions.

4. Sample Activities
a. Compare two flowers of the same kind.
b. Compare different kinds of objects as to shape and size.
c. Discover variations in different kinds of birds.
d. Compare the characteristics of different plants in the garden.
e. How do the members of the class differ from one another.
f. Compare the temperature during different hours of the day.
g. Compare the sounds heard from different sources.
h. Describe the texture of different surfaces
i. Compare the taste of different fruits.

CLASSIFYING
There is an overwhelming number of things around us – nonliving and living things.
Order can be attained by observing similarities, differences and interrelationships and by grouping
them accordingly to suit some purpose.
Example: Placing all rocks having certain grain size or hardness into one group.
The skill in recognizing similarities and differences in some observable properties will enable
students to develop the skill in classifying.

1. What is classifying?

Classifying 1s the process of arranging, grouping or sorting out of things according to some
characteristics they possess. These properties serve as the criteria in classifying. Those exhibiting
the same properties are grouped together. It 1s important that the student should be the one to
discover in what Criterion they are similar or different.
Learning to classily things in the environment must be started at an early age. At home
everything is kept orderly. Things that are needed for food preparation are arranged neatly in the
kitchen. Books are arranged according to titles, Clothes are put together as to use. In a store the
materials used for cleaning purposes are arranged in one section separate from those used for
serving food.

2. How can we develop the skill in classifying?

a. Plan activities that will always call for comparisons. In this way the students become aware of
how things in the environment differ from one another. This may lead to the motivation to find out
what causes the observed differences.
b. Start classifying things in the classroom, school garden and canteen. Expose them to an orderly
natural environment as well as to a place where everything is kept well-organized and classified.
c. Obtain several observations about some objects. Let them classify the information as to the
property described. State the criteria used in classifying.
d. Take them to a grocery, a bookstore or a museum. Let them classify the things displayed.
Consistently check whether their own school materials are kept orderly.
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f. Allow them to determine their own criteria in classifying. Avoid checking them according to your
own criteria.

3. What are the advantages of developing the skill?

a. In a well classified display of materials, identification and description according to some
observable properties become easy and accurate.
b. One can avoid con fusion if things are well sorted. An orderly environment is pleasant, safe and a
joy to stay in.
d. Skill in classifying observed data in a clear format enable observers to analyze and recognize
trend leading to the formulation of accurate conclusions
e. The skill in recording information in an orderly manner is carried to adulthood, thus enhancing
their ability to store historic and cultural memoirs for posterity.
f. Similarity in structural characteristics assists in tracing origin and relations hips.
g. The skill in arranging things promote the development of systematic habits of work and study.

4. Sample Activities
a. Classify the things found in separate places at home. State the property used in keeping them
that way.
b. Classify the students enrolled in the school. What is the advantage in grouping them that way?
c. Classify the residents living in a barangay.
d. How does a fisherman display the big number of fish caught.
e. Arrange a display of different pieces of rocks.
f. Arrange your clothes and state the criterion used.

INFERRING
While observing is getting information by using one or more senses, inferring is explaining or
interpreting an observation.
Example: Saying that the person who used a pencil made a lot of mistakes because the eraser was
well worn.
Inferring
1. What are inferences?
An inference is an idea, a tentative conclusion or an interpretation which is based on observations.
Alter observing the size, shape and color of a strange object, children immediately identity what it
is. Sometimes an inference may take the form of judgement or evaluation. They may infer on how
strong an athlete 1s or now bright a contestant is, based on several observed performance.
2. How can we develop the skil1?
a. First, ask for observations-only what is seen, heard or tasted. Then, ask for their own ideas or
interpretations based on the observed facts.
b. Emphasize the need for accurate observations before formulating their own inferences. Refrain
from immediately inferring without considering the previous information.
c. Inferences are based on an individual’s past experiences, hence the children may come up with
different inferences. Allow as many inferences as they can formulate.
d. Consistent call for inferences after observing can sharpen their reasoning and evaluating
abilities.
e. Plan activities that will demand several observations, not only two or three, before they can make
correct inferences. Caution them on Jumping to a conclusion or forming own idea without analyzing
thoroughly all observations about a given situation.
f. Solving problem situations can best develop the skill.

3. What are the advantages in developing the skill?

a. Correct inferences enhance their reasoning ability.
b. Once the skill is developed, they are on the right step towards employing the scientific method.
c. They become alert for problems that they may meet daily. The readiness to instantly solve them is
assured as a result of the constant practice and success experienced.
d. Suspending judgement until sufficient observations are obtained is an attitude developed as well.
e. The skill in inferring eliminates the tendency of children to guess.

4. Sample Activities
a. Plan problem situations and ask them to infer based on existing condition
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b. Differentiate between an inference and a guess. The first should be based on several
observations. The second is a statement you may ask right away without sufficient observations.
Such will emphasize that guess are usually Wrong and inaccurate.
C. Let them observe unfamiliar or strange objects. Ask them to identify each based on their
descriptions.
d. Action pictures can elicit a good number of inferences. Some are funny while others are violent,
depending on their past experiences.
e. Let them observe their classmates appearance and behavior and form inferences about them.
f. Read about some happenings in the newspapers. Ask for possible explanations. Are there
sufficient evidences for their inferences?

PREDICTING
Predicting is the process of using past observations or data along with other kinds of
scientific knowledge to forecast event or relationships. A statement not based on observation is not
a prediction. It is simply a guess.
Interpolation – is predicting new data based on and within a trend/ pattern of previously
observed data.
Extrapolation - is predicting new data outside or beyond the range of previously observed data.
As soon as the children are skilled in observing and inferring it becomes easy for them to foretell a
future happening.
1. What is predicting?
Predicting is the process of making a forecast based on observed events. Every day we make
predictions. We predict whether it will be sunny or rainy. We can predict a faster growth of plant
during rainy season than in summer months. We expect a higher temperature in March than in
September.
Predictions are accurate if they are based on present as well as past observations. We may
state a prediction between observed events. Using standard weights, 1 guava put on a weighing
scale weighs 50 grams, 7 guavas weigh 350 grams, what is probably the weight of 4 guavas?
Approximating helps in predicting quantitatively. Since the second observation indicates an
increase by 50s, can we make a fairly safe prediction for 4? Such a prediction made between
observed data is termed interpolation. Considering the rise in temperature usually observed
between sunrise and noontime, can the children predict the temperature at about 10:00, given the
actual readings at 6:00 A.M. and 12:00 noon
Predictions can likewise be made beyond observed events. This prediction is termed
extrapolation. At this point, the children must be cautioned in trying to predict, for as long as the
last observation follows a definite trend. Example: A bus running at a constant speed of 50 km/hr
should reach the next city which is l50 km away in 3 hours. But, the last recorded speed was only
20 km due to heavy traffic and because it started at 5:00 P.M. To predict what time it will reach the
city is difficult and unsafe. The farther away from the last observed event, the less accurate the
prediction will be.
2. How can we develop the skill?
a. Recording data on a graph or tabulation will be of great help in making a forecast.
b. In making predictions based on size, make sure the objects are about the same size, 1.e.
marbles, pencils or cups.
c. Predictions regarding time is safe if the conditions will remain constant or regular Plan activities
that will be affected by a number of factors such as speed in walking, flow of the water or amount of
fuel required as in predicting cooking time. This will surely develop the value of maximizing wise
use of their time daily.
d. Let them predict average daily temperature during cold and hot months.
e. Let them predict the weather to be expected the following day and explain such prediction.
f. Like the skill in inferring, caution them on rushing to a prediction without carefully considering
the factors that may be involved.
g. Always distinguish between predictions and mere guesses.

3. What are the advantages in developing the skill?

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a. Equipped with the skill, they become more careful in making hasty forecasts which turn out to be
mere guesses.
b. Decis1ons make regarding the time and effort to be spent in daily tasks are more accurate, thus
avoiding unnecessary
c. Predicting, like inferring, depends so much on observed data. Undoubtedly it develops a scientific
mind.
d. They will be able to predict based on continuing changes in amount or size through constant
practice in making approximations.
e. They become aware of variables that affect an experiment, both controlled and uncontrolled.

4. Sample Activities
a. Include activities which can be predicted such as increase or decrease in speed, 11se and tall ot
temperature and length of time.
b. Repeat the activity on comparing height and weight of the group members. Can they be predicted
based on age?
c. Graph as many recorded data as they have observed. Make them extrapolate and 1nterpolate
based on the graph.
d. Analyze the weather data reported in the newspaper. Is the forecast for the next 24 hours
accurate?
e. Can they predict their final grade in Science? Explain.

QUANTIFYING
Quantifying is making and manipulating quantitative observations.
This involves:
1. Using numbers
2. measuring
3. using time and space
Example: Using a meter stick to measure the length of a table in centimeters.

COMMUNICATING
Expressing ideas in many forms, such as orally, in writing or with graphs, diagrams, tables
of data or photographs is a way of communicating.
Example: Describing the change in height of a plant over time in writing or through a graph.
MANIPULATIVE SKILLS
These skills involve using equipment and materials properly and accurately, preparing
setups for investigation, and handling specimen carefully.

MEASURING
At a younger stage the children use the sense of sight in observing objects that are tall or
short and big or small. After gaining the skill in recognizing similarities and differences, they can
easily be led to do quantitative observations.
1. What is measuring?
Measuring is the process of comparing an unknown quantity to a standard, called a unit. To
indicate length, width and area the meter and centimeter are used. The milliliter is used to measure
volume of liquid. Distance is expressed in kilometers. Temperature is measured in degrees, mass in
kilograms and time in seconds.
2. How can we develop the skill!?
a. Let the children determine the unit to be used in measuring. Avoid naming it for them.
b. Observe things that change in amount, location or size after ascertain time. Stress the
importance of measuring accurately.
c. Plan activities which will call for measuring a variety of objects such as liquids, wood blocks,
stones and parts of their bodies.
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d. Let them measure temperature, height, weight, time, area and volume. Do each by groups and
compare the recorded quantities.
e. Use common measuring devices such as thermometer, graduated cylinder, tape measure, meter
stick, clock and weighing scale. They must first be shown how to use these devices to ensure
accurate data.
f. Always insist on correct readings. Repeat several times if necessary.
g. Everyone must actively participate in the activities in order to gain experience in measuring
accurately.
h. Measurements are best presented in tabulation, diagrams and graphs.

3. What are the advantages in developing the skill?

a. The skill in measuring insures the development of a scientific mind. Objective and unbiased
conclusions are formulated.
b. Accurate and precise measurements are vital in analyzing and interpreting observed data.
c. Wastage of time, effort and expensive materials will be avoided if they consistently stick to obtain
measurements before planning any activity.
d. Quantitative measurements contribute immensely to clear, exact and credible communications
e. Quantifying time spent motivates them to be alert, punctual and honest, values which are worth
developing at an early age.

4. Sample Activities
a. Measure area of the rooms, corridor and lawn.
b. How long does it take one to reach school and return home?
C. By groups compare the height and weight of each member
d. Measure the temperature inside and outside the room from 9:00 to 12:00 noon and from 3:00 to
5:00 PM.
e. Take the volume of a can of milk, in cup of coffee and a bottle of soft drinks.
f. Everyday record the time they spend in sleeping, taking breakfast, studying the lessons and
playing.

CONTROLLING VARIABLES
1. What is a variable?
When we perform an experiment, we are always cautioned to identify the variables involved.
A variable is the factor or condition whose effect is being tested. There are three types: manipulated,
constant and responding. In an experiment the factor which is varied or changed is termed
manipulated variable, the factors kept the same is termed constant variable, and the resulting
Condition is the responding variable.
Example: Two identical pieces of bread, one moistened and the other kept dry, were left on a
kitchen table. After a week, plenty of molds grew on the moistened piece and none on the dry piece.
The presence of moisture favors the growth of molds. The amount of moisture is the manipulated
variable, the type of bread and conditions of light and temperature are kept constant, and the
growth of molds is the responding variable.
The children must be reminded that only one variable at a time must be manipulated,
otherwise if two or three conditions are varied in an experiment, it will be difficult to pinpoint which
variable brought about the results.
2. How can we develop the skill?
a. Clearly identify all the variables in the investigation to be done. Ask which one should be
manipulated. How can the rest of the variables be kept the same.
b. An experiment set-up can best develop this skill. Plan activities that will always test the effect of
a factor or condition.
c. Developing this skill rely heavily on how keen the observers are. They must be reminded to
observe changes, especially the unusual and unexpected.
d. Observed data must be recorded appropriately and orderly so as to train them in tracing which
condition brought about the results. Then, they are led to the correct conclusion.
3. What are the advantages in developing the skill?
a. The children are trained to search thoroughly for evidences before arriving at a conclusion.
b. They learn how to design and set-up an experiment or a controlled investigation.

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c. While developing this skill, they are at the same time already employing the steps of the scientific
method.

4. Sample Activities
a. Determine the factors that affect the period of a pendulum. Is it length of string, weight of the
bob, or the angle of release? Make sure the other factors are kept constant except the one which is
being tested.
b. Find out the factors that affect the growth of mongo seedlings.
C. What is the effect of air or water pollution on plants?
d. Let them identify all the variables that are likely to affect their own rate of learning. Which ones
must they control?
e. What variables may affect height and weight?

INTERPRETING DATA
1. When are we interpreting data correctly?
We have stressed the importance of recording observed data in an orderly manner. It is easy
to determine the effect of one 1actor or another. The best way is to establish a definite trend.
Example: an increasing distance of a planet from the sun results to a longer period of revolution
then we consider this a direct relationship between two variables. Then we can conclude that it will
take the earth several days longer than mercury which is nearer the sun. On the other hand, it an
increase in the distance between a magnet and some pins result in a weak magnetic attraction,
then an inverse relationship can be established.
2. How can we develop the skill?
a. Practice recording data on a graph or tabulation. Then determine a definite trend or establish a
kind of relationship between the factors. Make sure that the trend or relationship is clear and
agreed upon by them.
b. Interpret data which they themselves observed and recorded. It will be a more meaningful
exercise.
C. Present data that are commonly observed in the environment, i.e. number of days and growth of
seedlings, walking faster and travel time, and distance and heat intensity.
d. Ask the students to make their own representation of recorded information such as circular
diagrams showing percentages, fractions or ratios.
3. What are the advantages of developing the skill?
a. They gain skill in analyzing relationships among observed data.
b. They are able to distinguish relevant data from irrelevant ones.
c. The constant practice develops an objective and unbiased mind.
d. This skill is vital in arriving at conclusions and generalizations, otherwise recorded data will
remain unused and wasted.
e. Developing this skill likewise enhance an individual's creativity in forming visual representations.
4. Sample Activities
a. Interpret diagrams showing composition of air, a population or the origin of nutrients.
b. Prepare charts to show sequence in a step-by-step procedure.
c. Connections such as in electric circuits can be presented in a way that is easy to interpret.
d. Cycles of carbon and oxygen, water and minerals are good exercises in interpreting illustrations.
e. Present graphs and tabulations and determine trends.

FORMULATING HYPOTHESIS

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If we are continuously asking questions about occurrences in the environment, then we are likewise
formulating tentative answers.
1. What is a hypothesis?
A hypothesis is a tentative solution, answer or explanation of a problem situation. Like an
inference, it is based on previous observations. It is tentative in a sense because it will yet be
proven. It suggests how this solution will be tried and tested.
A hypothesis is stated in more general terms. Example: All living things need oxygen to
survive. Water may exist in a liquid, solid or gaseous phase. State statements can serve as guide in
solving a problem.
2. How can we develop the skill?
a. Train the students to formulate as many hypothesis as they can, based on observations relevant
to the question to be answered. Start with an inference. Explaining further would lead to the
formulation of a hypothesis.
b. Encourage them to state hypothesis that can be tested, considering the variables determined.
c. Stress that a hypothesis may yet be modified, rejected or accepted. Consistently demand for
explanations and inferences.
d. They must come up with their own hypothesis. They will be able to design the right steps in
investigating.
3. What are the ad vantages of developing the skill?
a. Skill in formulating hypothesis is a basic step in finding solutions and answers, thus insuring
success in accumulating valuable information.
b. Critical-mindedness and creativity are likewise developed.
C. Their skill in inferring and predicting is reinforced by proficiency in formulating own hypothesis.
d. The skill strengthens their reasoning ability.
e. They become more systematic and methodical in solving daily problems.
4. Sample Activities
a. Cite a variety of problems and questions that are met in the environment every day. Ask a
number of possible solutions.
b. Present a problem and let them design an experiment to test their hypothesis.
C. Ask how scientists tested their own hypothesis that brought about some science generalizations
that we are studying now?
d. Present some devices that failed to function. Trace why they failed?
e. Ask them for some problems they have solved and how they tested their own tentative solutions.