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Science-7-Research-1-Q1 M2

teacher education (Philippine Normal University)

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STE/SSC

 7
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Redeveloped Division Initiated Self-Learning Module

Department of Education – Division of Palawan

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STE/SSC Research I – Grade 7

Redeveloped Division Initiated - Self-Learning Module
Quarter 1 – Module 2: 
Second Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for the exploitation
of such work for a profit. Such agency or office may, among other things, impose as
a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright
holders. Every effort 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, Division of Palawan

Schools Division Superintendent:
Roger F. Capa, CESO VI
OIC - Assistant Schools Division Superintendents:
Rufino B. Foz
Arnaldo G. Ventura

Development Team

Writer: Marissa N. Garceron

Editors: Amor B. Ramirez and Wilkinson S. Gilongos
Language Editor: Marianne R. Valdez
Illustrator/Layout Artist: Rotherson A. Ortega
Reviewer: Corazon A. Quintos
Management Team:
Aurelia B. Marquez
Rosalyn C. Gadiano
Rodgie S. Demalinao

Department of Education – MIMAROPA Region – Division of Palawan

Office Address: PEO Road, Barangay Bancao-Bancao, Puerto Princesa City
Telephone: (048) 433-6392
E-mail Address: palawan@[Link]
Website: [Link]

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Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can
continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-step
as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each SLM.
This will tell you if you need to proceed with completing this module or if you need
to ask your facilitator or your teacher’s assistance for a better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-
check your learning. Answer keys are provided for each activity and test. We trust
that you will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they
can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part of
this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task

If you have any questions in using this SLM or any difficulty in answering the tasks
in this module, do not hesitate to consult your teacher or facilitator.

Thank you.

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Research I
First Quarter Science Process Skills: Observation
Week 2

Learning Competency:
1. Recognize and Show Basic Science Process Skills
2. Explain the role and importance of observation in the empirical nature of
science
3. Demonstrate the skills of observing a given event and/or object.

Objectives :
1. Identify and determine basic science process skills.
2. Describe the importance of observation in real-life situations.
3. Determine the type of observation in a given event.

What I Know
Directions: Read the following questions/statements carefully. Use a separate
sheet of paper for your answers. Write only the letter of the best answer for each
question/statement.

1. What science process skill is used to share what you know, by writing,
talking, and drawing?
a. Measuring c. Experimenting
b. Communicating d. Observing

2. It is a process skill where you design an investigation, including a

procedure, to test the hypothesis.
a. Experimenting c. Inferring
b. Communicating d. Classifying

3. When I use my 5 senses to learn about an object or event, I am ________.

a. Predicting c. Experimenting
b. Communicating d. Observing

4. It is a basic science process skill to make an educated guess based on

previously gathered information. It is called as ______.
a. Making inferences c. Observing
b. Experimenting d. making a hypothesis

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5. What science process skill is used to tell or find out how much, how long,
how wide, or how tall is something is?
c. Experimenting c. Measuring
d. Communicating d. Classifying

6. When I use my observations to tell what will happen in the future, I am

______.
a. Predicting c. Experimenting
b. Communicating d. Observing

7. Organizing the data collected and drawing a conclusion from it is a skill of

________.
a. Experimenting c. Interpreting data
b. Making inferences d. Classifying

8. All are the following basic science process skills, except ____.
a. Experimenting c. Skepticism
b. Making inferences d. Classifying

9. When I group or organize any objects, I am using the skills of __.

a. Predicting c. Experimenting
b. Classifying d. Observing

10. If add water to plant A, then it will grow taller. This statement refers to
________.
a. Making inferences c. interpreting data
b. Making hypothesis d. observing

What is It
What Are the Science Process Skills?
Science and teaching students about science means more than scientific
knowledge.
There are three dimensions of science that are all important. The first of
these is the content of science, the basic concepts, and our scientific
knowledge. This is the dimension of science that most people first think about,
and it is certainly very important.
The next dimension of science focuses on the characteristic attitudes and
dispositions of science. This has been discussed in module 1. These include such

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things as being curious and imaginative, as well as being enthusiastic about

asking questions and solving problems. Another desirable scientific attitude is
respect for the methods and values of science. These scientific methods and
values include seeking to answer questions using some kind of evidence,
recognizing the importance of rechecking data, and understanding that
scientific knowledge and theories change over time as more information is
gathered.
The other important dimension of science in addition to scientific
knowledge is the process of doing science. The processes of doing science are
the science process skills that scientists use in the process of doing science. Since
science is about asking questions and finding answers to questions, these are the
same skills that we all use in our daily lives as we try to figure out everyday
questions. When we teach students to use these skills in science, we are also
teaching them skills that they will use in the future in every area of their lives.

SIX BASIC PROCESS SKILLS

The science process skills form the foundation for scientific methods. Here
are some overviews of the six basic science process skills. Further explanation of
each is to be discussed in the next following modules.

• Observation - Observing using your senses (seeing, hearing, touching,

smelling, and tasting) to gather information about an object or event.

• Measurement – Measuring using both standard and non-standard

measures and estimates to describe the dimensions of an object or
event. This involves using proper measuring devices and techniques.

• Inference - Inferring is making an "educated guess" about an object or

event based on previously gathered data or information.

• Classification - Classifying is grouping or ordering objects or events

according to similarities or differences in properties or other defined
criteria. The categories may be shown in tables, graphs, or charts.

• Prediction - Predicting means stating the outcome of a future event

based on a pattern of evidence.

• Communication - Communicating is the use of words or graphic

symbols to describe an action, object, or event.

These basic skills are integrated when scientists design and carry out
experiments or in everyday life when we all carry out fair test experiments. All the
six basic skills are important in individual manner as well as when they are
integrated.

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SCIENCE BEGINS WITH OBSERVATION

Observing is the fundamental science process skill. We observe objects

and events using all our five senses, and this is how we learn about the world
around us.
The ability to make good observations is also essential to the development
of the other science process skills: communicating, classifying, measuring,
inferring, and predicting.

Source credit: [Link]

The simplest observations, made using only the senses, are qualitative
observations. For example, the leaf is light green or the leaf is waxy and smooth.

Observations that involve a number or quantity are quantitative. For

example, the mass of one leaf is five grams or the leaves are clustered in groups
of five. Quantitative observations give more precise information than our senses
alone. Not surprisingly, students, especially younger children, need help in order
to make good observations.

Good productive observations are detailed and accurate written or

drawn descriptions, a need to be prompted to produce these elaborate
descriptions. The reason that observations must be so full of detail is the increase
of understanding of the concepts being studied. Observing with the five senses
or with an instrument to aid the result, thorough guidance must be needed in
making better more detailed descriptions.

For example, if a student is describing what he or she can see, they might
describe the color of an object but not its size or shape. A student might describe
the volume of a sound but not its pitch or rhythm. We can prompt students to
add details to their descriptions no matter which of the five senses they are using.
There are other ways that we can prompt students to make more elaborate
descriptions. For example, if something is changing, students should include,
before, during, and after appearances in their observations. If possible, students
should be encouraged to name what is being observed.
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What I Can Do

Activity 1. “MIRROR MIRROR ON THE WALL!”

Directions: Write all your observations on a separate sheet of paper. Ask your
mother or your house companion to check your answers after. Then submit it with
your score and their signature.
Materials:

Mirror
Pencil and Paper

Procedure:
1. You see yourself in the mirror many
times during the day. How well have
you seen and observed your face?
Find out by answering the questions
below.
a. Are your eyes below, above, or in
line with your ears?
b. Is your face square, oblong or
heart-shaped?
c. Do your earlobes have the same
shape?
d. Are your eyelashes straight or curly?
e. Do you have a birthmark on your face?
f. Which is thicker, your upper or lower lip?
g. How many moles are there on your face?
h. When you wrinkle your brow, how many deep horizontal lines are
formed on your forehead?
i. How many pockmarks are there on your face?
j. What is the length of your hair?

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Activity 2. “Safety Proto-Cool!”

Directions: Observe the picture carefully. On a separate sheet of paper write all
your observations. Then answer the following questions below.

Source: [Link]

Guide Questions:

1. List down all your observations from the picture? Are the people follow all
the minimum safety protocols?
_______________________________________________________________________
_______________________________________________________________________

2. Relate the picture in your locality; based from your observation did your
community do the same? Describe the situation in your community.
_______________________________________________________________________
_______________________________________________________________________

3. As a student, how would you protect yourself, your family and your
community in this pandemic time?
_______________________________________________________________________
_______________________________________________________________________

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4. Is observation important in our daily life and as a part of science?

_______________________________________________________________________
_______________________________________________________________________

5.

What’s More

Activity 3. “Mung Bean”

Direction: Gather all the materials needed and ask for your relatives’ help in
doing your experiment. You may watch the video link
{[Link] if gadgets and data are
available or simply just follow the procedures given below. Answer the guide
questions.
Materials:

3 clear plastic disposable cups

Mung /Mongo beans
Water
Cotton
Procedures:

1. Soak a handful of mung/mongo beans in a bowl of water overnight.

2. Label your cups A, B, and C.
3. Put cotton in each cup.
4. Spray some water in each cup.
5. Put 10 pcs of mung/mongo beans in each cup.
6. Place cup A outside the house. Water it every day.
7. Place cup B outside the house. Do not water it.
8. Place cup C inside the house. Water it every day.
9. Observe your plants every day for 5 days; gather data for qualitative
and quantitative observation.
10. Take pictures of your plant every day or just draw them if a gadget is not
available.

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Guide Questions:
1. What have you observed from cup A, B and C? Write down all your
observations and determine whether it is a data for qualitative or
quantitative. __________________________________________________________

2. Based from your observation, what do plants need in order to

survive?_______________________________________________________________

Activity 4. “Poster-rific!”

Direction: In a 1/8 illustration board or any reusable material, make a poster of six
basic Science Process Skills; (You may refer to the link given on page 8). Use
pictures for this activity to justify the concepts of six basic process skills. If the
gadget is not available you can draw them using your creative skills. You will be
graded according to the rubrics below:

Excellent Good Fair Total

Criteria
(10 points) (7 points) (5points) points
Creativity The poster is The poster is The poster is
exceptionally creative and a creative and some
creative. A lot of good amount of thought was put
thought and effort thought was put into it.
was used to make into decorating it.
it excellent
Accuracy of The facts, The facts, The facts,
content information, and information, and information, and
explanation are, explanation are explanations are
concisely, and clearly shown in clearly shown in the
logically shown in the poster with poster with no
the poster. supporting supporting details.
information.

Craftsmanship The poster is The poster is The poster is

exceptionally attractive in terms acceptably
attractive in terms of neatness. Good attractive though it
of neatness. Well- construction and may be a bit messy
constructed and not very messy.
not messy.
Timeliness Submitted on time. Submitted 1 week Submitted after 2
after the deadline weeks after the
deadline
Points Earned Description Rating
31-40 Very Good
21-30 Good
11-20 Fair
1-10 Needs improvement

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What I Have Learned

Part A.
Directions: Identify the following examples of science process skills given below.
Choose the correct word from the box.

Observing inferring classifying

Predicting communicating measuring

_________ 1. Saying that the person who used a pencil made a lot of mistakes
because the eraser was well worn.
_________ 2. Using a meter stick to measure the length of a table in centimeters.
_________ 3. Describing the change in height of a plant over time in writing or
through a graph.
_________ 4. Placing all rocks having a certain grain size or hardness into one
group.
_________ 5. Foresee the height of a plant in two weeks based on a graph of its
growth during the previous four weeks.
_________6. Describing a pencil as yellow or the pencil is 7 cm long.

Part B.

Directions: “Put me where I belong”. Read carefully the words from the box and
identify what type of observation is it. Write it in the table below.

Reddish nail It is hot and sunny today

There are 16 birds in the tree The leaf is color green
The temperature is 26˚C today The flower has six petals
The speed of a car is 55mph Chocolate tastes sweet
It makes a loud crackling sound The leaf is 5mm wide

Qualitative observation Quantitative observation

1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

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Assessment

Directions: Read the following statements/questions carefully. Choose the letter

of the correct answer. Write it on a separate sheet of paper.

1. What is a science process skill stating the outcome of a future event based
on a pattern of evidence?
a. Observing b. Predicting c. inferring d. communicating

2. This is a science process skill using standard and non-standard measures to

describe dimensions.
a. classifying b. Communicating
b. predicting d. measuring

3. Lara used her five senses to derive the characteristics of an earthworm.

Identify the skill she applies here.
a. Measuring c. Inferring
b. Observing d. Predicting

4. Rosie explained her observations and data to her classmates. What is the
skill that she applies?
a. Inferring c. observing
b. Measuring d. Classifying

5. Using words or symbols to describe an action, object, or event.

a. Observing c. inferring
b. Predicting d. Communicating

6. Sorting, grouping, and arranging based on similarities and differences.

a. Measuring c. observing
b. Classifying d. Inferring

7. The mass of chocolate cake is 200 g. What type of observation is this?

a. Qualitative c. Hypothesis
b. Inference d. Quantitative

8. The nails are probably reddish brown because they are rusty. What type of
observation is the statement?
a. Qualitative c. Hypothesis
b. Quantitative d. Inference
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9. Data refers to observations using five senses. What type of observation is

this?
a. Qualitative c. Hypothesis
b. Quantitative d. Inference

10. Data refers to measurable observations using different measuring tools.

What type of observation is this?
a. Qualitative c. Hypothesis
b. Inference d. Quantitative

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What I Have Learned What I have learned
Part B
Part A
Qualitative observation Quantitative observation
1. Inferring 1. Reddish nail 1. There are 16 birds in
2. Measuring the tree
3. Communicating 2. it makes a loud [Link] temperature is 26˚C
4. Classifying crackling sound today
5. Predicting 3. It is hot and sunny 3. The speed of a car is
6. Observing today 55mph
4. The leaf is color green 4. The flower has 6 petals
5. Chocolate tastes 5. The leaf is 5mm wide
sweet
What I Know Assessment
1. B 1. B
2. A 2. D
3. D What I can Do and What’s More 3. B
4. A 4. A
5. C Answers may vary
5. D
6. A 6. B
7. C 7. D
8. C 8. A
9. B 9. A
10. B 10. D
Answer Key
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References

Hill, Adam. 2021. What are Science Process Skills?. Retrieved from:
[Link] Date
Accessed: August 16, 2021.

NPSBE. 2012. Integrated Science, Science and Technology Textbook for First Year.
Book Media Press, Inc. Quezon City. Page 10-11.

Padilla, Michael J. 2015. The Science Process Skills. Retrieved from:

[Link] Date Accessed:
August 17, 2021.

The Science Process Skills. Retrieved from:

[Link]
process-skills_tbl1_271293286Date accessed: August 17, 2021

Vengco, Lilia G. and Religioso, Teresita F. 2008. You and the Natural World,
Integrated Science. Third Edition. Phoenix Publishing House, Inc., Quezon
City. Page 10

Websites for pictures videos:

[Link]
Poster-Art-Print-16046

[Link]

[Link]

[Link]

[Link]

[Link]
observations-7195170

[Link]
traveller-arriving-from-sri-lanka/

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For inquiries or feedback, please write or call:

Department of Education – SDO Palawan

Curriculum Implementation Division Office

2nd Floor DepED Palawan Building
Telephone no. (048) 433-3292

Learning Resources Management Section

LRMS Building, PEO Compound
Telephone No. (048) 434-0099

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