JEAN PAULINE D.

RAVINA
Teacher II
HAZELLE MARIE G. PAVINO
Teacher I

Prepared by:
FIDES ALTHEA V. CLARIDADES
Teacher III

1
 Prepared by:
FIDES ALTHEA V. CLARIDADES
Teacher III
SHEILA D. OBLEA
Teacher III

2
 Prepared by:
JENNIFER M. ABUEVA
Teacher I
KATHRINA ROSE E. SUAREZ
Teacher II

3
 Prepared by:
JOHN BERA V. FERMIN
Teacher II

4
 INTRODUCTION

What I Need to Know?

At the end of the 2-week learning experience, 100% of the Grade 7 learners are expected to:
1. identify scientific attitudes that a scientist must possess
2. appreciate the contributions and desirable traits of outstanding scientists
3.apply scientific attitudes in designing simple science investigation

What’s New?

Direction: Write the group of letters, which describes the attitudes of scientists and their way of
doing things. The words can be read vertically, horizontally, diagonally and/or backwards.
There are six traits you need to find.

H F I D E S S N E A K R O N E E K S S

A O L A T E E A R L P I C K Y T P E K

B I N E R I A V S I M P L Y O O Y N E

C O P E N M I N D E D N E S S Y T I P

D A T E S G O O D N D A S G A N I V T

E S T A T T E Y X W I G C O L D S I I

F R Q P O H Y U N A B I N T G O O D C

G N O O B E A U T Y B A I T B G I E I

H M L E C N A R E V E S R E P L R T S

I G H I J K H A N D S O M A U G U E M

J F E E D C B B A A Z Y X W V U C T S

K L O B J E C T I V I T Y M N O P Q R

DEVELOPMENT

What I Know?

Direction: Based from the scientific attitudes formed in the word grid, answer the following
questions:
What scientific attitude is being referred to by the following?

1. Give truthful opinion- ___________________________________________________

2. An attitude of doubting the truth of something - ______________________________
3. Eliminate decisions based on personal bias, cultural differences and any other criterion -
_____________________________________________________________________
4. A strong desire to know or learn something- _________________________________
5.Considers suggestions and accepts criticisms-________________________________
6. eager in doing something despite difficulty or delay in achieving success-
______________________________________________________________________

Reminder: Do not write anything on the booklet . 5

 INTRODUCTION

What I Need to Know?

At the end of the 2-week learning experience, 100% of the Grade 7 learners are expected to:
1. identify scientific attitudes that a scientist must possess
2. appreciate the contributions and desirable traits of outstanding scientists
3.apply scientific attitudes in designing simple science investigation

What’s New?

Direction: Write the group of letters, which describes the attitudes of scientists and their way of
doing things. The words can be read vertically, horizontally, diagonally and/or backwards.
There are six traits you need to find.

H F I D E S S N E A K R O N E E K S S

A O L A T E E A R L P I C K Y T P E K

B I N E R I A V S I M P L Y O O Y N E

C O P E N M I N D E D N E S S Y T I P

D A T E S G O O D N D A S G A N I V T

E S T A T T E Y X W I G C O L D S I I

F R Q P O H Y U N A B I N T G O O D C

G N O O B E A U T Y B A I T B G I E I

H M L E C N A R E V E S R E P L R T S

I G H I J K H A N D S O M A U G U E M

J F E E D C B B A A Z Y X W V U C T S

K L O B J E C T I V I T Y M N O P Q R

DEVELOPMENT

What I Know?

Direction: Based from the scientific attitudes formed in the word grid, answer the following
questions:
What scientific attitude is being referred to by the following?

1. Give truthful opinion- ___________________________________________________

2. An attitude of doubting the truth of something - ______________________________
3. Eliminate decisions based on personal bias, cultural differences and any other criterion -
_____________________________________________________________________
4. A strong desire to know or learn something- _________________________________
5.Considers suggestions and accepts criticisms-________________________________
6. eager in doing something despite difficulty or delay in achieving success-
______________________________________________________________________

Reminder: Do not write anything on the booklet . 6

 What ‘s In?

SCIENTIFIC ATTITUDE
Learning to become a scientist is interesting and exciting. Many scientific skills and attitude are
being developed in the process of acquiring science concepts in the classroom, in performing experiments in
the laboratory, and in doing household chores.
Scientists are detectives: they investigate various parts of our universe and gather many pieces
of information. Their goal is to piece all these data together to form theories – big ideas that can explain whole
sets of facts.
This section tackles the attitudes a scientist should possess. Try to relate each trait to your
personal life and see how many of these characteristics you have.

1. CURIOSITY
-Asking the questions “WHY?” is the springboard to the universe of scientific
discovery
- Scientists always ask questions & often wonder about the world.

Isaac Newton

2. SKEPTICISM
- Scientist practice healthy skepticism when they do not accept things simply
because someone said so.
- usually check out or verify the sources of their information
- Skeptics do not accept claims to knowledge without critical analysis.

3. OPEN-MINDEDNESS
- accepting criticisms and changing one’s views if reliable pieces of evidence are
available.
- showing respect for the work and ideas of others and being open to other possibilities
and new ways of thinking.

Ptolemy vs Copernicus

7
4. PERSEVERANCE
-does not give up; should be patient
- always ready to try again, especially when things do not work
- extreme sacrifices are to be expected in the pursuit of scientific endeavors

Thomas Edison Despite of having dyslexia, Edison spent five years

trying to come with a safe , inexpensive electric light
(first viable light bulb) that would replace the
gaslight.

“Our greatest, weakness lies in giving up. The most certain

way to succeed is always to try just one more time.”
-Thomas A. Edison

5. INTELLECTUAL HONESTY
- Ethics dictates that scientist acknowledge others’ contributions . It is also important that

scientists do not claim to be authors of a work that does not belong to them .

6. OBJECTIVITY
- lack of bias, judgement or prejudice
- the thoughts that the claims, methods and results of science are not, or should not be
influenced by particular perspectives, value commitments, community bias or personal
interests, to name a few significant factors
- truth or independent reality exists outside of any investigation

What Is It?

Direction: Find out the traits scientists demonstrate from the given information about them. Write it
under the second column.
Scientists Traits/Attitude
1. Galileo Galilei was curious about the heavenly bodies when
he saw them the first time using a telescope. He was the first
person to study the moon, the sun, the planets and the stars.
What scientific trait did he possess?
 Scientists Traits/Attitude
2. Isaac Newton formulated the three laws of motion. He built
his laws on the previous work of Galileo and others. But then
he did not claim Galileo’s work as his own. What scientific trait
did he possess?
3. Johannes Kepler discovered that the planets follow an
elliptical orbit and that their motion could be used to predict the
planets’ motion in the future. His discovery did not agree with
the previous description of the planetary motion. He rejected
the old idea because evidences supported his new findings.
What scientific trait did he possess?
4. Ashley loved to read newspaper particularly the
entertainment section. She always wanted to know her
horoscope and believed that celestial bodies affect her life.
What scientific attitude did he posses?
5. Dr. William Padolina is best known for his role in the
development of biotechnology. He was cited for his pioneering
researches in the field of chemistry and biotechnology. He
considers the evidences carefully before formulating a
conclusion. What scientific attitude did he posses?

ENGAGEMENT

What’s More?

Directions: The following are the scientists who contributed something

to Science. Do these tasks:
.Identify their contribution in the field of Science.
.State the scientific attitude that the scientist possess.
.Explain why that scientist displayed the said scientific attitude.
1. Scientist/Inventor: Engineer Aisa Mijeno
Contribution to Science: _________________________________________________________________
Scientific Attitude He/She Possess: ________________________________________________________
Why he/she possessed that kind of attitude? _________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
(Read the article on www.primer.com.ph or see the attached article.)
2. Scientist/Inventor: Reinabelle Reyes
Science Contribution: ____________________________________________________________________
Scientific Attitude He/She Possess: _________________________________________________________
Why he/she possessed that kind of attitude? __________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
(Read the article on www.asianscientist.com or see the attached article.)

ASSIMILATION

What I Can Do?

Direction: Choose at least TWO scientific attitudes from the previous activity. Then, create a short
comic strip that reflects from your chosen attitude which applies in a scientific process or investigation.
Put in a two short bond paper. Below is a rubric on how it will be graded.
 Descriptive Rating: 5 - Excellent 2 - Fair
4 - Very Good’ 1 - Poor
3 - Good

Criteria 5 4 3 2 1
Neatness All pictures are One picture, Two pictures, Three pictures, Four or more
neat and speech speech bubble or speech bubbles or speech bubbles or pictures, speech
bubbles and caption is messy. captions are captions are messy. bubbles, or
captions are messy. captions are
legible. messy.
Captions Captions clearly Captions are a little Captions are not Captions are do not There are not
and concisely too wordy but completely clear or explain what is captions.
explain what the clearly explain are very wordy. going on in the
event is. what is going on. pictures

Pictures Pictures are in full Pictures have Pictures are not in Pictures are not in The picture box is
color, accurately some color, color. The scene is color. There are totally off topic. No
and clearly accurately and not exactly related major problems with graphics or all
represent the clearly represent to the topic. Some how the comic graphics of poor
scene. The comic the scene. Most scenes are depicts the chosen quality, do not
is attention-getting, scenes are present missing. Some topic. Graphics are relate to the topic.
creates interest, and mostly all of pictures don't relate poorly done and
and is relevant to the pictures relate to the topic have little to do with
the topic to the topic the topic
Creativity Comic is original Comic is creative Images and humor Creativity is lacking. No evidence of
and clever, relates and humorous, are used to help the comic does not creativity in
to the topic in a though perhaps not reader better have creative pictures or themes
unique and completely original understand the elements that would
unexpected way by topic of chemical reveal a deeper
way of humor or reactions understanding of
analogy the topic
Source: https://www.teacherspayteachers.com/Browse/Price-Range/Free/Search:rubric+for+comic+strip

Intellectual Honesty

10
What I Have Learned?
My Reflection
1. Did you learn something about the topic? If
YES, Give at least two things that you learned
about the topic and elaborate your answer in five
to ten sentences.
2. Are there some things about the topic that are
still unclear? If YES, list the things that you still do
not understand and elaborate your answer in five
to ten sentences.
3. Do you have any comments and suggestions
about the module? Please write them down.

Rubrics in Writing Reflection

CRITERIA 4 3 2 1

The reflection The reflection The reflection The reflection does not
explains the student’s explains the attempts to address the student’s
Reflective
own thinking and student’s thinking demonstrate thinking thinking and/or learning.
Thinking
learning processes, about his/her own about learning but is
as well as implications learning vague and/or
for future learning. processes. unclear about the
personal learning
process.

Analysis The reflection is an in- The reflection is an The reflection The reflection does not
depth analysis of the analysis of the attempts to analyze move beyond a
learning experience, learning the learning description of the
the value of the experience and experience but the learning experience.
derived learning to the value of the value of the learning
self or others, and the derived learning to to the student or
enhancement of the self or others. others is vague
student’s appreciation and/or unclear.
for the discipline.

Making The reflection The reflection The reflection The reflection does
Connections articulates multiple articulates attempts to not articulate any
connections connections articulate connection to other
between this between this connections learning or
learning experience learning between this experiences.
and content from experience and learning
other courses, past content from experience and
learning, life other courses, content from other
experiences and/or past learning courses, past
future goals. experiences, learning
and/or future experiences, or
goals. personal goals, but
the connection is
vague and/or
unclear.

•Follosco, Gloria L. Integrated Science I: Project EASE (Effective and Alternative

Secondary Education) . Department of Education. Pasig City
•Ferriols-Pavico, J. M. et.al., (2013). Exploring Life Through Science: The New 11
Grade 7.Phoenix Publishing House.
 INTRODUCTION

What I Need to Know?

At the end of the 1-week learning experience, 100% of the Grade 9 learners are expected to:
1. identify the different basic science process skills;
2. demonstrate the skills of observing a given event and/or object;
3. describe observations qualitatively and quantitatively;
4. explain the importance of observation in the empirical nature of Science;

What’s New?

Direction/s: Describe the following situations or things stated below.

SITUATIONS/ THINGS DESCRIPTION

1. Your height
2. Your weight
3. Your perfume
4. Your breakfast
5. Your voice

DEVELOPMENT

What I Know?

Direction: Answer the following questions stated below based from the previous activity.
1. How did you come up with your answers in the table above?
2. What were the sense organs you use in the activity?
3. What were the senses you use in the activity?

What’s In?

There are things around us that we take for granted. For example, if you will be
asked to describe your favorite clothes, most likely you can only describe its general physical
appearance but not the exact size and the type of materials used. In other words, you cannot
readily give the exact description of the object.
Keen observation is one way of understanding science processes. Science
processes help students acquire and develop higher order thinking skills. These will improve
student’s problem solving activity.
Science process skills govern the conduct of scientific investigations. These
include the basic and integrated
BASIC SCIENCE PROCESS SKILLS

1. Observing
This is the most basic skill in science. Observations are made by using the 5 senses (sight,
hear, smell, taste, and touch). There are two kinds of observations; observations that involve a
number or quantity are quantitative observations. These are made with instruments such as
rulers, balances, graduated cylinders, beakers, and thermometers. It gives more precise
information. On the other hand, qualitative observations make use of subjective parameters
for data gathering. Therefore, there is no right, wrong or definite answer.
Reminder: Do not write anything on the booklet . 12
Quantitative Observation
Example: The mass of one leaf is five grams or the leaves are clustered in groups of
five.
Qualitative Observation
Example: The leaf is light green in color . It is waxy and smooth (texture).

What Is It?
ASSESSING BASIC PROCESS (OBSERVING)
I. Direction/s: 1. Go to one of the plants within your home vicinity.
2. Prepare questions before observing the plant.
3. Gather as much information as he can tell about the plant using all senses
except TASTE.
4. Complete the table below:
SENSE USED PREPARED QUESTIONS
Ex. Sight What color is it?
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Question:
1. Which of your senses gave the most information about the plant?

II. Direction: Read the following examples and then decide if the example is qualitative (1) or
quantitative (2).
A. It is light green in color. ____
B. It taste sour. ______
C. One leaf is 9 cm long. ____
D. It makes a loud pop sound. ____
E. The mass of the computer is 1 1/2 kg. ____
F. It smells sweet. ____
G. The temperature of the room increases by 8 degrees C. ____
H. It gets darker over a period of time. ____
I. The flower clusters in 3 blooms. ____
J. Feels very rough. ____

ENGAGEMENT

What’s More?
Qualitative vs Quantitative Observations
I. Direction: On the right side column of the table below, write the possible quantitative
observation relevant to the qualitative observation given.
QUALITATIVE OBSERVATION QUANTITATIVE OBSERVATION
1. There is a small amount water in the Example: The amount of water in the
beaker. beaker is 30 mL.
2. She uses a large amount of baking
powder.

Reminder: Do not write anything on the booklet . 13

 3. There are many people joining the
protest rally.
4. Enough amount of salt is added.
5. He boils a small amount of the
substance.
6. A person with fever feels hot.

ASSIMILATION

What I Can Do?

I. Direction/s: Describe qualitatively and quantitatively the following samples or

variables stated in the column.

Samples/ Materials Quantitative Qualitative

Variables Needed Observation Observation

1. Your height Ruler/tape

measure
2. Your body Body
temperature thermometer
3. Your weight Weighing scale

4. Size of your feet --

Question: What type of observation do you think is more scientific and why?

What I Have Learned?

My Reflection

1. Did you learn something about the topic? If

YES, Give at least two things that you learned
about the topic and elaborate your answer in
five to ten sentences.
2. Are there some things about the topic that are
still unclear? If YES, list the things that you still
do not understand and elaborate your answer in
five to ten sentences.
3. Do you have any comments and suggestions
about the module? Please write them down.

Reminder: Do not write anything on the booklet . 14

 Rubrics in Writing Reflection

CRITERIA 4 3 2 1

The reflection The reflection The reflection The reflection does

explains the explains the attempts to not address the
Reflective
student’s own student’s demonstrate student’s thinking
Thinking
thinking and thinking about thinking about and/or learning.
learning his/her own learning but is
processes, as learning vague and/or
well as processes. unclear about the
implications for personal learning
future learning. process.

Analysis The reflection is The reflection is The reflection The reflection does
an in-depth an analysis of attempts to not move beyond a
analysis of the the learning analyze the description of the
learning experience and learning learning experience.
experience, the the value of the experience but the
value of the derived learning value of the
derived learning to self or others. learning to the
to self or others, student or others
and the is vague and/or
enhancement of unclear.
the student’s
appreciation for
the discipline.

Making The reflection The reflection The reflection The reflection does
Connections articulates articulates attempts to not articulate any
multiple connections articulate connection to other
connections between this connections learning or
between this learning between this experiences.
learning experience and learning
experience and content from experience and
content from other courses, content from other
other courses, past learning courses, past
past learning, life experiences, learning
experiences and/or future experiences, or
and/or future goals. personal goals,
goals. but the connection
is vague and/or
unclear.

References and Links

Follosco, Gloria L. Integrated Science I: Project EASE (Effective and Alternative Secondary
Education) . Department of Education. Pasig City
https://sites.google.com/site/handsonscienceinvestigations/Home/science-process-skills-1
http://www.longwood.edu/cleanva/images/sec6.processskills.pdf
https://www.formpl.us/blog/quantitative-qualitative-observation

15
Reminder: Do not write anything on the booklet .
 INTRODUCTION

What I Need to Know?

At the end of the 1-week learning experience, 100% of the Grade 9 learners are expected to:
1. identify the different basic science process skills;
2. demonstrate the skills of measuring in objects;
3. determine the different units of measurements;
4. explain the importance of measuring in the empirical nature of Science;

What’s New?

Direction: Identify the word being defined by arranging the jumbled letters. Write the correct word on your
answer sheet. .
1. It is the process of comparing an unknown quantity with a standard. T N R S E E E U A M M
2. It is a unit used to measure the amount of chemical substance . OELM
3. It is the distance between two points. GHLTEN
4. It refers to the nearness of the measurement to the true value. CACUYCRA
5. It refers to the closeness of consistency of measurements. IOPERSNI

DEVELOPMENT

What I Know?
ASSESSING BASIC PROCESS (MEASURING)
Direction: 1. Study the properties of the objects below; and
2. Determine which of the units of measurement – meters, liters, or kilograms– is applicable to the
object.

1. The mass of a bottle of mineral water

2. The height of a blackboard
3. The volume of any liquid that can fill half
of an ordinary glass
4. The length of your classroom wall

What’s In?
BASIC SCIENCE PROCESS SKILLS
2. MEASURING
Measuring and using numbers have something to do with (a) comparing objects to arbitrary units
that may or may not be standardized –a skill essential to most investigations, and (b) applying mathematical rules or
formulas to calculate quantities or determine relationships among basic measurements (using numbers). The main
purpose is to make observation more precise. This can be used to communicate effectively to others.

Measurement - comparison of an unknown quantity with that of a known quantity.

1)Known quantities – standards that scientists agreed upon
A standard determines the a extent a unit of measurement can quantify a certain characteristic.
(How long an inch is or how heavy a kg is)
2) Unknown quantities- are those that you measure

Reminder: Do not write anything on the booklet . 16

 System Of Measurement In The World
1. English system- used primarily in the United Kingdom
- known as Imperial system and also has standards that were originally based
on body dimensions
- inch was based on the width of a thumb; foot was based on the length of the
king’s foot
2) Metric system – originated in France, is decimal system based on the unit meter.
A meter was originally defined as one-ten millionth of the distance of a line from
the equator to the north pole running through Paris.
3) International System of Units (SI units) - system of measurement that was convened and developed by the
scientist in 1960
- based on its French translation, Systeme Internationale d’ Unites
- based on seven basic units which measure seven basic properties of substances

Physical Quantities
- Properties that are clearly defined, can be measured by instruments, and have proper units.
a. Fundamental quantities – basic properties of substances

FUNDAMENTAL QUANTITIES
(Seven basic SI units)

b. Derived quantities – physical quantities derived from the combinations of the seven basic
quantities

DERIVED QUANTITIES
PHYSICAL SI BASE UNIT SYMBOL
QUANTITY

Area Square meter m2

Volume Cubic meter m3
Density Kilogram per cubic Kg/m3
meter
Speed Meter per second m/s
Force Newton N
Energy Joule J
Power Watt W

Reminder: Do not write anything on the booklet . 17

 What Is It?
ASSESSING BASIC PROCESS (MEASURING)
I. Accuracy of a Ruler
A.1. Get a ruler and compare its calibration with the illustration given below.

Observation:
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
2. How many smaller lines are there in one centimeter? One line is equal to one millimeter. How many millimeters are there in
one centimeter?
3. Look at your ruler again. What is the smallest length that your ruler could measure?
4. Why is measurement important in scientific investigation? Enumerate at least three significance of it.

ENGAGEMENT

What’s More?

K
I F D C
H

E
G
A

J
B

COMMON MEASURING TOOLS/EQUIPMENT USED IN LABORATORY

A. Direction: Match the presented measuring tools above on the table by selecting the letter of the correct figure.
Write your answer on a sheet of paper.

Laboratory Tools Description/Use Figure

Glassware for Measuring and Dispensing Liquids

1. Graduated Cylinder This is a cylindrical glassware with
markings (graduations) to measure
the volume of liquids.
2. Beaker This is a glassware with a flat bottom
used as container for substances that
need to be heated.
3. Burette Laboratory apparatus used in
quantitative chemical analysis to
measure the volume of a liquid or a
gas. It consists of a graduated glass
tube with a stopcock (turning plug, or
spigot) at one end.

Reminder: Do not write anything on the booklet . 18

 4. Pipette It is most commonly work by creating a
partial vacuum above the chamber
that holds the liquid and selectively
releasing this vacuum to draw up and
dispense according to the preferred
volume.
5. Syringe It consists of a needle attached to a
hollow cylinder that is fitted with a
sliding plunger. It is used to inject fluid
into, or withdraw fluid from, the body.
6. Dropper This is used to transfer small amounts
of liquids
B. Equipment For Measuring Weight, Mass Or Force
1. Spring Scale/Balance It is commonly used to measure the
force exerted on an object.
2. Platform Balance Laboratory apparatus which is used for
weighing objects. The balance has two
platforms either mounted on or
suspended from a cross-arm, and
weights are placed on one platform
until they balance the object being
weighed.

3. Triple Beam Balance This type of scale that uses

counterweights on a three rider beams
to counterbalance the sample in the
pan.
C. Equipment For Measuring Time
1. Stopwatch It is used to measure the time interval
of an event. It is a kind of watch that
stands out for the accuracy and
precision with which it can measure
the time of an event.
D. Tool For Measuring Temperature
1. Laboratory Thermometer It is used for measuring temperatures
other than the human body
temperature. This designed for lab
purposes such as checking boiling
point, freezing point, or temperature of
other substances.

B. Direction/s: Give at least three measuring tools that were not presented in the previous activity and write their
uses.

Reminder: Do not write anything on the booklet . 19

 ASSIMILATION

What I Have Learned?

My Reflection

1. Did you learn something about the topic? If

YES, Give at least two things that you learned
about the topic and elaborate your answer in
three to five sentences.
2. Are there some things about the topic that are
still unclear? If YES, list the things that you still
do not understand and elaborate your answer in
three to five sentences.
3. Do you have any comments and suggestions
about the module? Please write them down.

Reminder: Do not write anything on the booklet . 20

 Rubrics in Writing Reflection

CRITERIA 4 3 2 1

The reflection The reflection The reflection The reflection does

explains the explains the attempts to not address the
Reflective
student’s own student’s demonstrate student’s thinking
Thinking
thinking and thinking about thinking about and/or learning.
learning his/her own learning but is
processes, as learning vague and/or
well as processes. unclear about the
implications for personal learning
future learning. process.

Analysis The reflection is The reflection is The reflection The reflection does
an in-depth an analysis of attempts to not move beyond a
analysis of the the learning analyze the description of the
learning experience and learning learning experience.
experience, the the value of the experience but the
value of the derived learning value of the
derived learning to self or others. learning to the
to self or others, student or others
and the is vague and/or
enhancement of unclear.
the student’s
appreciation for
the discipline.

Making The reflection The reflection The reflection The reflection does
Connections articulates articulates attempts to not articulate any
multiple connections articulate connection to other
connections between this connections learning or
between this learning between this experiences.
learning experience and learning
experience and content from experience and
content from other courses, content from other
other courses, past learning courses, past
past learning, life experiences, learning
experiences and/or future experiences, or
and/or future goals. personal goals,
goals. but the connection
is vague and/or
unclear.

References and Links

Follosco, Gloria L. Integrated Science I: Project EASE (Effective and Alternative Secondary
Education) . Department of Education. Pasig City
Discover Science 7. Diwa Learning Town. pp. 45-48
https://laboratoryapparatus.weebly.com/mass.html
http://images.pcmac.org/SiSFiles/Schools/AL/EscambiaCounty/EscambiaCountyHigh/Uploads/
DocumentsCategories/Documents/AHSGE%20GnW%2033-40.pdf

21
Reminder: Do not write anything on the booklet .
 INTRODUCTION

What I Need to Know?

At the end of the 1-week learning experience, 100% of the Grade 9 learners are expected to:
1. Identify the different basic science process skills;
2. Define inference and develop inference from a set of related of related observations.
3. Distinguish inference from observation and demonstrate that inference is based upon
observation.

What’s New?
What Am I?
Direction/s: Read each of the riddles below and write the answers on your paper sheet.
1. I’m tall when I’m young, and I’m short when I’m old. What am I? ________________
2. What goes up but never comes down? What Am I? __________________________
3. I goes up when rain comes down. What Am I? ______________________________
4. I have a teeth but cannot eat. What Am I? __________________________________
5. I can hold water when it is full of holes. What Am I? __________________________

DEVELOPMENT

What I Know?

Direction: Answer the following questions stated below based from the previous activity.
1. How did you find the activity?
2. How did you come up with your answers?
3. What are the clues help you to find the answers?

What’s In?
BASIC SCIENCE PROCESS SKILLS
3. Inferring
Most of the time however, you think you are observing when in fact you are
inferring. While observation is actually seeing, smelling, hearing, tasting and touching, inferring is
making interpretations based on your past observations or experiences. You call this inference. An
inference is a conclusion that based on a study of the facts given in a situation. It is an interpretation
or an explanation of an observation. The observation is made using our senses. To make an
inference, we connect what we observe to prior knowledge and the new information observed
through our senses. An inference can be made from more than one observation, and it is not just a
guess. Inferring is a process making an "educated guess" about an object or event based on
previously gathered data or information.

The Inferring Process

What did I observe?
What do I already know?
How can my knowledge explain what I observed?
What does this mean?

Reminder: Do not write anything on the booklet . 22

Examples:

1. Saying that the person who used a pencil made a lot o

mistakes because the eraser was well worn.

2. The boy is just staring on his food because he

doesn’t want to eat vegetables. Thus, he lost his
appetite.

The red highlighted words are the observations while the rest is your inference.

What Is It?
ASSESSING BASIC PROCESS (INFERRING)
Direction/s: 1. Study the table below; and
2. Determine the reason(s)/condition(s) in each of the following observations

OBSERVATIONS REASON(S)/CONDITION(S)

Example: 1. The ground is wet. 1. It rains so hard.

2. There is a spot in the backyard where 2.
malunggay plant does not grow.
3. The book is not thick as expected. 3.
4. The fish are floating on the water of 4.
the aquarium.
5. The floor is not bright and shiny. 5.

ENGAGEMENT

What’s More?
A. MAKING INFERENCES
Direction: Read and analyze carefully the situation and complete the table below.

Situation
Wesley looks around halls. She did not hear the bell to come inside so she will be
late. This is a new building for her and she doesn’t know where to go. Then she
sees another teacher and walks over to her.

My Inference Clues
1. Where is Wesley?
2. What is Wesley’s problem?
3. Will Wesley find her way?

Reminder: Do not write anything on the booklet . 23

B. WHEN DO YOU OBSERVE AND WHEN DO YOU INFER?
Direction/s: Read the situation in the box, and then write your observations and inferences
on the table below.

You noticed a group of 3 boys and 3 girls talking, laughing and eating on a
table. One boy wears a coat and tie while the other 2 boys dress casually. One of the
girls wears a gown, while the other girls wear ordinary dresses. As they talk, the boy
with the coat and tie places his right arm over the shoulder of the girl wearing the
gown. The two other boys shake hands with the two other girls. Suddenly, one of
the girl cries, while the boys dressed ordinarily argue in high tones. The pair who
wore formal attire talks to the boys. Then they all walk away from each other pairs.

OBSERVATIONS INFERENCES
Ex. A group of 3 boys and 3 girls are talking, Ex. These 3 boys and 3 girls are best friends.
laughing and eating on the table.
1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

ASSIMILATION

What I Can Do?

OBSERVATION VS INFERENCE
Direction: Tell whether the given statement is an observation or an inference.
____________________1. The cloud is clear.
____________________2. There are fruits in the basket.
____________________3. They are rich because they wear plenty of jewelry.
____________________4. Jenny’s eyes are red because she has sore eyes.
____________________5. The boy is sad because his father went away.

What I Have Learned?

My Reflection

1. Did you learn something about the topic? If

YES, Give at least two things that you learned
about the topic and elaborate your answer in three
to five sentences.
2. Are there some things about the topic that are
still unclear? If YES, list the things that you still do
not understand and elaborate your answer in three
to five sentences.
3. Do you have any comments and suggestions
about the module? Please write them down.

Reminder: Do not write anything on the booklet . 24

 Rubrics in Writing Reflection

CRITERIA 4 3 2 1

The reflection The reflection The reflection The reflection does

explains the explains the attempts to not address the
Reflective
student’s own student’s demonstrate student’s thinking
Thinking
thinking and thinking about thinking about and/or learning.
learning his/her own learning but is
processes, as learning vague and/or
well as processes. unclear about the
implications for personal learning
future learning. process.

Analysis The reflection is The reflection is The reflection The reflection does
an in-depth an analysis of attempts to not move beyond a
analysis of the the learning analyze the description of the
learning experience and learning learning experience.
experience, the the value of the experience but the
value of the derived learning value of the
derived learning to self or others. learning to the
to self or others, student or others
and the is vague and/or
enhancement of unclear.
the student’s
appreciation for
the discipline.

Making The reflection The reflection The reflection The reflection does
Connections articulates articulates attempts to not articulate any
multiple connections articulate connection to other
connections between this connections learning or
between this learning between this experiences.
learning experience and learning
experience and content from experience and
content from other courses, content from other
other courses, past learning courses, past
past learning, life experiences, learning
experiences and/or future experiences, or
and/or future goals. personal goals,
goals. but the connection
is vague and/or
unclear.

References and Links

Follosco, Gloria L. Integrated Science I: Project EASE (Effective and Alternative Secondary
Education) . Department of Education. Pasig City
https://narst.org/research-matters/science-process-skills
https://elsaghirscience.weebly.com/inferring.html

25
Reminder: Do not write anything on the booklet .
 INTRODUCTION

What I Need to Know?

At the end of the 1-week learning experience, 100% of the Grade 9 learners are expected to:
1. Define prediction and develop prediction from a set of related of related observations
2. Distinguish prediction from inference. State whether each item is a PREDICTION or an
INFERENCE

What’s New?
FIND THE EFFECT
Direction/s: Read each sentence below and write its possible effect.
EXAMPLE: Larry ran across the road.
Effect: He was hit by a car
1. Amanda missed the school bus.
Effect:
2. Kenji watered the tomato plant regularly.
Effect:
3. Karlo forgot to put gas in the car.
Effect:
4. Chad skipped breakfast.
Effect:

DEVELOPMENT

What I Know?

Direction: Answer the following questions stated below based from your personal experiences.
1. What tv gameshows do you know that you have to guess to win? Give at least three.
2. From your given tv gameshows choose one and explain how it was played.

What’s In?
BASIC SCIENCE PROCESS SKILLS
4. Predicting
Making predictions is making educated guesses about the outcomes of future
events. We are forecasting future observations. The ability to make predictions about future events
allows us to successfully interact with the environment around us. Prediction is based on both good
observation and inferences made about observed events. Like inferences, predictions are based
on both what we observe and also our past experiences the mental models we have built up from
those experiences. So, predictions are not just guesses! Predictions based on our inferences or
hypotheses about events give us a way to test those inferences or hypotheses. If the prediction
turns out to be correct, then we have greater confidence in our inference/hypothesis. This is the
basis of the scientific process used by scientists who are asking and answering questions by
integrating together the basic science process skills. In summary, successfully integrating the
science process skills with classroom lessons and field investigations will make the learning
experiences richer and more meaningful for students. Students will be learning the skills of science
as well as science content. The students will be actively engaged with the science they are learning
and thus reach a deeper understanding of the content. Finally active engagement with science will
likely lead students to become more interested and have more positive attitudes towards science.

Examples of predictions:
It is cloudy, so I predict it is going to rain today.
If I flip the switch, I predict the light will turn on.

Reminder: Do not write anything on the booklet . 26

Remember:
When making a prediction...
Use your senses to observe and collect data/information
Notice any patterns through classification
Make connections to your knowledge
Predict what you think will happen in the future based on these things

OBSERVATION vs INFERENCE vs PREDICTION

Picture Observation Inference Prediction

The eraser is The eraser is The eraser will

small. always used. be used up
after few more
uses.

The child does The child does The child will

not want to not like be unhealthy.
eat. vegetables.

What Is It?
DROPS OF WATER
Direction/s: 1. In this activity, provide a one piece each of a 1-peso coin, 5-peso coin and
10-peso coin.
2. Prepared medicine dropper and a cup of water.
3. Start off by predicting which coin will hold the most drops and how
many drops each coin will hold.
4. Then, begin to drop the water in each coin.
5. Record their information in a chart and find out if their predictions were
accurate or not.
Type of Coin Prediction Trial 1 Trial 2 Trial 3 Average
(How many Drops
drops?)

1-peso
5-peso
10-peso
Trial 1 + Trial 2 + Trial 3 = Average Drops

Reminder: Do not write anything on the booklet . 27

 ENGAGEMENT

What’s More?
OBSERVATION vs INFERENCE vs PREDICTION
Direction/s: Make an observation, inference and prediction based on the shown pictures below.

Picture Observation Inference Prediction

ASSIMILATION

What I Can Do?

INFERENCE OR PREDICTION
Direction/s: Take a look at the different scenarios below. Read through each situation carefully and decide which
“I think…” item belongs with which “Situation” item. Draw a line to match each pair and then write whether you
think it is a prediction or inference.
Situation I Think Inference or Prediction
1. The man comes inside soaking wet. A. There will be a test. 1.
2. The dog is barking at the front door. B. It will snow tomorrow. 2.
3. The teacher asks the class to C. It is raining outside. 3.
separate their desks.
4. The meteorologists said cold D. There’s someone outside. 4.
weather is on the way.

What I Have Learned?

My Reflection

1. Did you learn something about the topic? If

YES, Give at least two things that you learned
about the topic and elaborate your answer in three
to five sentences.

Reminder: Do not write anything on the booklet . 28

 2. Are there some things about the topic that are
still unclear? If YES, list the things that you still do
not understand and elaborate your answer in three
to five sentences.
3. Do you have any comments and suggestions
about the module? Please write them down.

Rubrics in Writing Reflection

CRITERIA 4 3 2 1

The reflection The reflection The reflection The reflection does not
explains the explains the attempts to address the student’s
Reflective
student’s own student’s thinking demonstrate thinking thinking and/or learning.
Thinking
thinking and learning about his/her own about learning but is
processes, as well learning processes. vague and/or unclear
as implications for about the personal
future learning. learning process.

Analysis The reflection is an The reflection is an The reflection The reflection does not
in-depth analysis of analysis of the attempts to analyze move beyond a
the learning learning experience the learning description of the learning
experience, the and the value of the experience but the experience.
value of the derived derived learning to value of the learning
learning to self or self or others. to the student or
others, and the others is vague and/or
enhancement of the unclear.
student’s
appreciation for the
discipline.

Making The reflection The reflection The reflection The reflection does not
Connections articulates multiple articulates attempts to articulate articulate any connection
connections between connections connections between to other learning or
this learning between this this learning experiences.
experience and learning experience experience and
content from other and content from content from other
courses, past other courses, past courses, past learning
learning, life learning experiences, or
experiences and/or experiences, and/or personal goals, but
future goals. future goals. the connection is
vague and/or unclear.

References and Links

Follosco, Gloria L. Integrated Science I: Project EASE (Effective and Alternative Secondary
Education) . Department of Education. Pasig City
http://slideplayer.com/slide/15222657/https://elsaghirscience.weebly.com/inferring.html
https://theowlteacher.com/scientific-process-skills-activities/
https://elsaghirscience.weebly.com/predicting.html
http://www.longwood.edu/cleanva/images/sec6.processskills.pdf

29
Reminder: Do not write anything on the booklet .
 INTRODUCTION

What I Need to Know?

At the end of the 1-week learning experience, 100% of the Grade 9 learners are expected to:
1. Define classification and classify things according to their characteristics.
2. Arrange objects and items into groups based on some system or organizing principle and Understand
the 3 stages of classification.
3. To give the similarities and differences between objects, ideas or events. Differentiate comparing and
contrasting

What’s New?
WHAT’S COMMON?
Direction: Encircle the following words which is similar to each other and write the reason why you
encircled them.
1. 2.

3.

DEVELOPMENT

What’s In?
BASIC SCIENCE PROCESS SKILLS
5. Classifying
Classification is the classification or ordering of phenomena according to the scheme in place. Objects and
incidents can be categorized on the basis of observations. Scientist use this to sort things and organisms into groups.
The groups show the relationships between organisms, and provide way to communicate information about organisms
to scientist all around the world.
3 Stages of Classification
1. Single Stage Classification- splitting of a group of objects into two or more subsets on the basis of one
measurable element
Example: Vertebrae and Invertebrate (Animals)
2. Multistage Classification- sets are sorted into subsets and each of these subsets are sorted again and again.
3. Serial Ordering Classification- objects are put in order by degree to which they have certain property
Example: Elements of the Periodic Table based on their atomic size

Reminder: Do not write anything on the booklet . 30

Comparing and Contrasting
Discovering similarities and differences between objects or events.
Comparing- recognizing similarities of things or events being observed
Contrasting- noticing more on its differences

The activity that you have accomplished uses one of the Science Basic Process Skills that is important in
research: Classifying. This particular skill allows the person to group things based from a given standard or similarity. This
skill is very useful in most lessons in Science such as in taxonomy, the study of organizing organisms, and in grouping
together elements in the periodic table. The aim of this module is to enhance your classifying abilities; this upgrade will be
helpful not only in improving your research skills but also in your everyday life.

What Is It?

Direction: Try to classify the following things found in each set. Refer to the description for each. (Write only the names
as your answers.)
1. Three of the most common groups of mollusks are cephalopods, gastropods, and bivalves. Cephalopods are
mollusks that have tentacles. Meanwhile, gastropods are mollusks that move using their abdomen. Lastly, bivalves
have a pair of shells which serves as a shelter and protection.

2. Metals are substances that are shiny, malleable, and are considered as conductors. On the other hand, non
metals vary from form. Some are in gaseous phase and some are solids which cannot conduct electricity and are
brittle.

Reminder: Do not write anything on the booklet . 31

3. Base Quantities are quantities that does not consist of two or more quantities while derived quantities are obtained from
two or more base quantities.

ENGAGEMENT

What’s More?
DIFFERENCES & SIMILARITIES
Direction: Construct a Venn Diagram to show parts that are common to both parts that are only found in either
plant or animal cells.

ASSIMILATION

What I Can Do?

Direction: The following table shows the data pertaining to the respondents of a certain study. Group the
respondents based from the following variables: (Write only the letters of your answers.)
1. Age Group (10-12; 13-15; 16-18)
2. Place of Residency (Urban and Rural)
3. Religion

Reminder: Do not write anything on the booklet . 32

 Respondent Gender Age Barangay Religion
A Male 13 Ayuti Roman Catholic
B Female 16 Manasa Roman Catholic
C Female 12 May-It Roman Catholic
D Female 11 Barangay 2 Iglesia ni Cristo
E Male 16 Palola Roman Catholic
F Female 13 Samil Born Again Christian
G Male 15 Kalangay Iglesia ni Cristo
H Female 18 Abang Roman Catholic
I Female 17 Barangay 1 Roman Catholic
J Male 12 Barangay 5 Born Again Christian
K Male 14 Kulapi Roman Catholic
L Female 15 Manasa Roman Catholic
M Male 17 Mahabang Parang Roman Catholic
N Female 13 Palola Roman Catholic
O Male 17 Ayuti Iglesia ni Cristo
P Male 12 Piis Roman Catholic
Q Male 11 Barangay 8 Protestantism
R Female 15 Kilib Roman Catholic
S Female 14 Barangay 10 Iglesia ni Cristo
T Male 12 Samil Roman Catholic
Example:
1. Gender
Male Female
A, E, G… B, C, F…

References and Links

• Science 7 Learner’s Module

•Science 8 Learner’s Module
•https://www.youtube.com/watch?v=_e8wghWMMPo
•https://www.slideshare.net/israeLiRis/lesson-4-the-science-processes

33
Reminder: Do not write anything on the booklet .
 INTRODUCTION

What I Need to Know?

At the end of the 1-week learning experience, 100% of the Grade 9 learners are expected to:
1. Define communicating.
2. Distinguish ways to develop learner’s communicating skills in Science

What’s New?

I. Write the following in your answer sheet.

A. List 5 things you usually use to communicate.
B. List 5 things you usually use as a source of information.

DEVELOPMENT

What’s In?
BASIC SCIENCE PROCESS SKILLS
6. Communicating
A great researcher can express the results of his studies to his audience through a variety of
media. He must have a sufficient communicating skill to convey what he wants to share.
Communicating is one of the basic Science process skills a person must have to be successful in
research. Communicating allows an individual to express ideas, concept, or experimental results
through written or graphic representations. Examples of methods that use communication is writing
an essay to showcase a though, oral presentations, and creating graphic presentations such as
graphs and charts. This module aims to enhance your communicating skills to deliver your studies,
written or oral alike, to others more properly.

FORMS OF SCIENCE COMMUNICATION

1. Scientific Journals – the most critical means of disseminating scientific results and are typically
based in various academic fields or sub disciplines.
2. Science Presentation – used in this course refers to talks made by scientists with a view to
presenting their discoveries to the scientific community: how this particular scientist found a
significant question and discovered a potential answer to that question.
- Through such presentations, scientists try to receive a range of realistic input, motivation,
constructive criticism, grant funding, practice etc. – in order to further advance their work.
3. Research Proposal – document proposing a research project, usually in science or engineering,
and is typically a request for funding of the work
Parts of a Research Proposal
a. Cover Page – includes the proposed title of your project , your name, the name of your
boss and the organization and department.
b. Introduction – illustrates what you’re trying to do and why. It should introduce the subject ,
provide the background and context, and outline your problem statement and research
question(s).
c. Literature Review- convinces the reader that your idea has a solid basis in current
knowledge or theory.
d. Research Design- will explain the overall strategy and practical steps that you will take to
address your research questions.
e. Reference List – a list of all the sources that you consulted when preparing the proposal,
even those that you did not mention in the text, and sometimes other relevant sources that
you are planning to read.

Reminder: Do not write anything on the booklet . 34

What are the Research Proposal Aims?
a. Relevance- convince the reader that your project is interesting, original and important
b. Context – show that you are familiar with the field, you understand the current state of
research on the topic, and your ideas have a strong academic basis
c. Approach – make a case for your methodology, showing that you have carefully thought
about the data, tools and procedures you will need to conduct research
d. Feasibility- confirm that the project is possible within the practical constraints of the
programme, institution or funding.
4. Posters & Flyers – printed sheets to be displayed in a public or private place of business and
also used in the presentation of the Science Investigation Project. Posters tend to be relatively
large and professionally printed, and almost always contain pictures, whereas flyers (also
known as miniposters) are typically 8 1/2 “ x 11” or so, can be easily photocopied or e-mailed,
and mostly rely solely on words to get their point across.

What Is It?
MAKING A GRAPHIC REPRESENTATION
1. Table- A table is used to display a set of data using columns and rows. Make a table out of
the following data:
The quarterly exam’s average score of the students belonging to three sections was
compared. Section A’s average score in their quarterly exam is 42.3 in Science; 39.6 in
Mathematics; and 38.7 in English. Then, Section B has an average score of 44.8 in Science;
41.5 in Mathematics; and 40.7 in English. Lastly, Section C has an average score of 39.2 in
Science; 35.7 in Mathematics; and 37.3 in English.

2. Line Graph- A line graph is used to show how one variable changes in relation with another
variable. Create a line graph using the following data below:
Time (s) Speed (m/s)
0 0
5 2
10 3
15 5
20 9

3. Bar Graph
Barangay No. of Respondence
Ayuti 132
May-it 79
Palola 106

ENGAGEMENT

What’s More?

I. Direction: Study the situation below to answer the questions that follow.

Grade 10 STE students were conducting a scientific research. The title of their
research is “The Effectiveness of Katmon as Lozenge against Streptococcus Pyogenes”.
The students conducted the research from January to September 2018. After conducting the
experiment, they gathered the data and presented in through tables, graphs and charts that
can be found in the Chapter IV of their manuscripts. Their research was successful after
getting the test result from DOST Laboratory. That’s why they have presented it in a number
of ways. The last thing that they did was to defend and to orally present it during the Science
Investigatory Project Research Festival in the Science Fair 2018 and in other Research
Contests. After the successful defense of these Grade 10 STE students, they were able to
publish their work through a Science Journal. Their research was indeed a success.

Reminder: Do not write anything on the booklet . 35

QUESTIONS:
1. What is the title of their Science Investigatory Project?
2. How did they show the results of their research to others?
3. The student researchers, the Grade 10 students used words or graphic symbols or graphs to
describe the result of their research. Aside from this, how did they use their communicating skills?
4. Why is it important to defend and to have the oral presentation of your work/research?
5. What is communicating?
6. Give ways of how to develop your communicating skills.

II. Direction. This exercise has two parts. Part A will be to test your written communication skills.
Part B will be to test your oral communication skills. For your written communication skill,
you’re going to write an essay/journal based from the given guide questions below. The essay
is all about yourself. Write your own title for this journal. (20pts)
Guide questions:
1. Tell something about yourself. (Name, age, birthday, address, etc.)
2. Tell something about your family.
3. Why did you choose Paaralang Sekundarya ng Lucban Integrated School?
4. What do you know about SSP (Special Science Program)?
5. What are the important traits you have to deserve a slot to be an SSC (SSP) student?
6. What is your most unforgettable childhood memory?
7. What is the most important lesson you have learned so far?
8. What do you think is the important lesson this Covid-19 has taught us?
9. If you will be a scientist in the future, what important discovery will you pursue?

ASSIMILATION

What I Can Do?

I. DIRECTION: Do some research about Corona virus/ Covid-19, its history, how to prevent from
it, what are the precautionary measure should be done to prevent from it and how to overcome it.
Make a simple poster or flyer out of this topic (Do it on a bond paper).

II. DIRECTION: Find a research journal about any Coronavirus. Paste it in another sheet of paper
(or take a screenshot) and make a reflection (at least five sentences) out of it. = (20pts)

Reminder: Do not write anything on the booklet . 36

 Rubrics in Writing Reflection

CRITERIA 4 3 2 1

The reflection The reflection The reflection The reflection does not
explains the explains the attempts to address the student’s
Reflective
student’s own student’s thinking demonstrate thinking thinking and/or learning.
Thinking
thinking and learning about his/her own about learning but is
processes, as well learning processes. vague and/or unclear
as implications for about the personal
future learning. learning process.

Analysis The reflection is an The reflection is an The reflection The reflection does not
in-depth analysis of analysis of the attempts to analyze move beyond a
the learning learning experience the learning description of the learning
experience, the and the value of the experience but the experience.
value of the derived derived learning to value of the learning
learning to self or self or others. to the student or
others, and the others is vague and/or
enhancement of the unclear.
student’s
appreciation for the
discipline.

Making The reflection The reflection The reflection The reflection does not
Connections articulates multiple articulates attempts to articulate articulate any connection
connections between connections connections between to other learning or
this learning between this this learning experiences.
experience and learning experience experience and
content from other and content from content from other
courses, past other courses, past courses, past learning
learning, life learning experiences, or
experiences and/or experiences, and/or personal goals, but
future goals. future goals. the connection is
vague and/or unclear.

37
Reminder: Do not write anything on the booklet .