Name: __________________________________________ Date: _______________
Grade & Section: __________________________________Score: ______________
RESEARCH 2 – GRADE 10 SSC, QUARTER 1, WEEK 1
Specific Objectives: At the end of the lesson the students should be able to:
1. Enumerate the different science process skills;
2. Demonstrate the appropriate basic science process skills in a given event or object.
Subject Matter: Science Process Skills
References: https://documentcloud.adobe.com/link/track?uri=urn:aaid:scds:US:46b82091-
29a1-44c2-8181-ec0e8c344049
https://narst.org/research-matters/science-process-skills
https://theowlteacher.com/scientific-process-skills-activities/
POINTS TO REMEMBER
Science process skills are defined as set of broadly transferable abilities, appropriate
to many science disciplines and reflective of the behaviour of scientists. It has two types-
basic and integrated. The basic (simpler) process skills provide a foundation for learning
the integrated (more complex) skills.
Basic Science Process Skills
1. Observing - using the five senses (see, hear, touch, smell, taste) to gather information
about an object or event, their characteristics, properties, differences, similarities, and
changes.
Qualitative –using the senses
Quantitative –using exact measurement
Observations are recorded.
Example: Describing a flower as red with thorns and smells good.
2. Classifying - Using observation to group or order objects or events according to
similarities or differences in properties
Example: Placing all rocks having certain grain size or hardness into one group.
3. Measuring and using numbers - using both standard and nonstandard measures and
estimates to describe the dimensions of an object or event.
Example: Using a meter stick to measure the length of a table in centimeters.
4. Inferring - making an "educated guess" about an object or event based on previously
gathered data or information. It is an explanation or interpretation that follow from the
observation
Example: Saying that the person who used a pencil made a lot of mistakes because the
eraser was well worn.
5. Communicating - using words or graphic symbols to describe an action, object or
event.
Example: Describing the change in height of a plant over time in writing or through a graph.
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6. Predicting - stating the outcome of a future event based on a pattern of evidence.
Example: Predicting the height of a plant in two weeks period based on a graph of its
growth during the previous four weeks.
7. Using space –Time Relationship
- Describing changes in parameter with time
- Parameters are location, direction, shape, size, volume, weight and mass.
- Applying numbers and their mathematical relationships to make decisions
Example: Relationship between frequency of tetrahedron spin with time
Integrated Science Process Skills
8. Interpreting Data - Organizing, analyzing, and synthesizing data using tables,
graphs, and diagrams to locate patterns that lead to the construction of inferences,
predictions, or hypotheses.
Example: Recording data from the experiment on bean growth in a data table and forming a
conclusion which relates trends in the data to variables.
9. Defining Operationally - stating how to measure a variable in an experiment. Creating a
definition by describing what is done and observed
Example: Stating that bean growth will be measured in centimeters per week.
10. Controlling Variables - Manipulating one factor to investigate the outcome of an
event while other factors are held constant (keep the same)
Example: Realizing through past experiences that amount of light and water need to be
controlled when testing to see how the addition of organic matter affects the growth of
beans.
11. Making Hypotheses - stating a tentative generalization which may be used to
explain a relatively large number of events. It is subject to immediate or eventual
testing by experiments (to determine its validity)
Example: The greater the amount of organic matter added to the soil, the greater the bean
growth.
12. Experimenting - Designing experiments involves planning a series of data gathering
operations which will provide a basis for testing a hypothesis or answering a
question.
Example: The entire process of conducting the experiment on the affect of organic matter on
the growth of bean plants.
13. Formulating models - creating a mental or physical model of a process or event.
ACTIVITY 1: “Q The
Examples: and model
A” of how the processes of evaporation and condensation interrelate
Direction: Answer the
in the water cycle. following questions. Cite examples if needed.
1. What are the 5 senses used for in science?
Give an example in each 5 senses.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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2. What is the relationship between the 5 senses and observations?
____________________________________________________________________________
____________________________________________________________________________
3) List the 5 senses.
a.
b.
c.
d.
e.
4) List and describe the differences between the two types of observations.
types of observations description and differences
1.
2.
5) Make 2 qualitative and 2 quantitative observations about your yourself.
Qualitative Quantitative observations
1. 1.
2. 2.
ACTIVITY 2: “MY SIZE”
Direction: Using a ruler, tape measure or meter stick, measure the following body parts and
complete the table. Ask for assistance from your family member or a friend.
Body Part Actual Measurement
1. left thumb length
2. left hand length
3. left arm length
4. hip to knee length
5. knee to ankle length
6. foot length
7. neck to top of head length
8. around head
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ACTIVITY 3: Multiple Choice
Direction: Answer the following question and encircle the letter of your choice.
1. Which of the following is NOT an observation?
a. The apple weighs about 38 grams
b. Apples are the best fruit
c. The apple tastes sour.
d. The apple is light green in color.
e.
2. Which of the following is an example of a quantitative observation?
a. It has a sweet odor. c. The leaves are waxy and smooth.
b. The mass of one leaf is 5 grams. d. I would like 5 apples.
3. Which of the following is an inference about a coin?
a. The coin has the date 1994 marked on it.
b. Perhaps the coin sat in water and became corroded.
c. The coin is the color of copper.
d. The coin has a green substance on one side.
e.
4. The international units of measurements used by scientists around the world is called the ___.
a. metric system c. pound and ounce system
b. customary system d. global economy
5. Which metric unit would you use to measure the distance a paper airplane can fly?
a. millimetres b. kilograms c. centiliters d.meters
6. Which tool would you use to measure the mass of a pencil?
a. graduated c. cylinder meter stick
b. ruler d. triple-beam balance
7. A dichotomous key is
a. something used to catch a mouse
b. a tool used by scientists to identify organisms or ojects in nature
c. a tool to measure mass
d. a tool used to measure capacity
e.
8. Which is the following is the most important characteristic of a rubber glove during a scientific
experiment?
a. reliable grip c. hand cleaner
b. heat conductor d. protective layer
9. Which unit would be used to measure the amount of water that fit onto the penny in our
“Penny Drops” lab?
a. milliters b. centimeers c. grams d. liters
10. You look out of your window and see two men carrying a TV set away from your neighbor's
house. Which is an inference based on this observation?
a. You don’t like their TV set anyway.
b. The owner bought a new set and is trading this one in.
c. The TV set is black.
d. The television is smaller than yours.
Name: __________________________________________ Date: _______________
4
Grade & Section: __________________________________Score: ______________
RESEARCH 2 – GRADE 10 SSC, QUARTER 1, WEEK 2
Specific Objectives: At the end of the lesson the students should be able to:
1. Identify the three (3) main types of questions;
2. understand the basic guidelines for writing scientific questions; and
3. create scientific questions
Subject Matter: Scientific Skills
References: https://drive.google.com/file/d/1ZKa07m_0-aeIw3y9e2YqZ6R4FKtP_2nT/view
https://www.proprofs.com/quiz-school/story.php?title=science-process-skills-quiz
POINTS TO REMEMBER
Acceptable and good scientific questions are stated in a way that a frame, or describes a
problem and are able to be tested using accepted scientific methods. There are 3 main types
of questions. Each asks, or requires, a different type and amount of prior knowledge and build
until the researcher creates an Experimental question.
Scientific Question Description Example
a. Is it cold today?
These are basic data collecting b. Is the sun still out?
1. Verification
questions. They are useful in
Question
building knowledge. c. Is a flame hottest when it is
blue?
a. Why should you point a
car’s wheels toward the curb
when parking on a hill?
2. Significant/Theory It requires an explanation and
Questions prior knowledge b. Why do you add acid to
water instead of water to
acid?
a. If salt is added to water,
would the solution still boil
It requires explanations prior at the same temperature?
knowledge and are testable.
3. Experimental
Questions b. If Suntan lotion is put on
Require a more in depth ultraviolet detecting beads,
answer that needs testing. will the beads still change
color?
There are four basic guidelines for writing scientific questions which are the following:
1. A good scientific question is one that can have an answer and be tested.
Bad question: Why is that a rock?
Good question: What are rocks made of?
2.
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2. A good scientific question can be tested by some experiment or measurement that you
can do.
Bad question: "Where does the Sun come from?"
Good question: "How will human skin, covered with SPF 30 suntan lotion, react to solar
radiation compared to skin not covered with suntan lotion?"
3. A good scientific question builds on what you already know.
Bad question: "Will fertilizer make grass grow greener?" is not as good as,
Good question: "What types of fertilizer will make grass grow greener and not cause harm
to the environment?"
4. A good scientific question, when answered, leads to other good questions.
Bad question: "What is HIV?" does not lead to as many other questions as,
Good question: "How does the HIV virus cause the human immune system to malfunction?
ACTIVITY 1: “QUESTIONS AND ANSWERS”
Direction: Identify the type of question in each item then write VERIFICATION,
SIGNIFICANT OR EXPERIMENTAL before each number.
____________1. Will there be a full moon tonight?
____________ 2. Why is it important that the desert plants get rain in spring?
____________ 3. Why is the desert hot?
____________ 4. What is the significance of red sky at nightfall?
____________ 5. Why does lightening come before thunder?
____________ 6. Can stars be red?
____________ 7. How can the time delay between lightning and thunder be used to tell how far
away a storm is?
____________ 8. If salt is added to water, will the water boil at a different temperature?
____________ 9. Will it rain tomorrow?
____________ 10. Why bats do comes out during dark?
ACTIVITY 2: “Is it Good or BAD?”
Direction: Use the four guidelines in determining good questions from bad by choosing
the letter of your choice then encircle it.
1. a. What are the different things that make up air?
b. What is air?
2. a. Why is the sun out today?
b. What atomic elements make up stars?
3. a. What is the reason that collies have bad hip sockets?
b. What causes grass to turn brown during the summer?
4. a. How does the space shuttle keep from burning up?
b. Why is the International space station in orbit?
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5. a. What is Influenza?
b. How does Influenza change (mutate) to make so many new strains each year?
6. a. What is Corona Virus-19?
b. How does COVID-19 transmitted from one person to another?
7. a. How does cloud form?
b. Where do you see clouds?
8. a. What is handwashing?
b. Why is it important to frequently wash and sanitize your hands?
9. a. What is water pollution?
b. What are the causes of water pollution and how will it affect you?
10. a. Do smoking good to your health?
b. What are the adverse effects of smoking to your body?
ACTIVITY 3: CREATE YOUR QUESTION
Direction: Create and write five (5) good experimental scientific questions your own. Do not copy
and paste from the internet.
1. __________________________________________________________________________
2. __________________________________________________________________________
3. __________________________________________________________________________
4. __________________________________________________________________________
5. __________________________________________________________________________
