Environmental Science

Quarter 1 – Module 3:
Basic Science Process Skills
Science – Grade 7
Alternative Delivery Mode
Quarter 1 – Module 3 :BASIC SCIENCE PROCESS SKILLS
First Edition, 2020

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Published by the Department of Education

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

Development Team of the Module Writer:

Writer: NORI B. BAUTRO
Editor: JUVIMAR E. MONTOLO
Reviewer: FELISA D. BATUIGAS
Layout Artist: NORI B. BAUTRO
Management Team:
School Division Superintendent - Dr. Marilyn S. Andales, CESO V
Assistant Schools Division Superintendent - Dr. Cartesa M. Perico
- Dr. Ester A. Futalan
- Dr. Leah B. Apao
Chief, CID - Dr. Mary Ann P. Flore
EPS in LRMS - Mr. Isaiash T. Wagas
EPS in Science - Mrs. Juvimar E. Montolo

Printed in the Philippines by:

Department of Education – Region VII, Division of Cebu Province

Office Address: IPHO Bldg., Sudlon, Lahug, Cebu City

Telefax: (032) 255-6405

E-mail Address: cebu.province@deped.gov.
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Environmental
Science
Quarter 1 – Module 3:

Basic Science Process

Skills
Introductory Message
For the facilitator:
Welcome to Environmental Science Alternative Delivery Mode (ADM) Module on
BASIC SCIENCE PROCESS SKILLS

This module was collaboratively designed, developed and reviewed by educators

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

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

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

Notes to the Teacher

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

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

For the learner:

Welcome to Environmental Science Alternative Delivery Mode (ADM) Module on
BASIC SCIENCE PROCESS SKILLS

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:
What I Need to Know This will give you an idea of the skills
or competencies you are expected to
learn in the module.

What I Know
This part includes an activity that aims
to check what you already know about
the lesson to take. If you get all the
answers correct (100%), you may
decide to skip this module.

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

you link the current lesson with the
previous one.

What’s New
In this portion, the new lesson will be
introduced to you in various ways such
as a story, a song, a poem, a problem
opener, an activity or a situation.

What is It This section provides a brief

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

What’s More This comprises activities for

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

What I Have Learned This includes questions or blank

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

What I Can Do This section provides an activity which

will help you transfer your new
knowledge or skill into real life
situations or concerns.
 Assessment This is a task which aims to evaluate
your level of mastery in achieving the
learning competency.

Additional Activities In this portion, another activity will be

given to you to enrich your knowledge
or skill of the lesson learned.

Answer Key This contains answers to all activities

in the module.
At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

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

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 What I Need to Know
Every worker has set of tool to use for the job. A carpenter uses a saw and
hammer, a writer uses a printer and computer, a doctor uses a stethoscope, and a
clerk at the store uses a cash register. Scientist also have a set of tools called the
Science Process Skills. These are the tools every kind of scientist uses to investigate
the world around them. Whether the scientist is a biologist, astronomer, oceanographer,
zoologist, or chemist, they use the science process skills to construct science concepts,
discover new ideas, or to prove or disprove theories. Just like the tools for other
professions., these are the skills a scientist needs when they are experimenting, running
tests, viewing something under a microscope, or with other activities or duties performed
each day.

The Science Process Skills are not in any specific order, but the best scientist
uses them throughout an investigation or experiment. Just like a carpenter uses the right
tools to make furniture, a scientist wants to use the right skill to learn more about the
research or experiment. A scientist records the findings of every experiment, investigation,
and observation. Scientist keeps accurate records so their peers will be able to repeat the
research and investigations.

This module contains some activities that can help you enhance your basic science
processes. Remember that through these science processes, you can improve your
problem solving capability.The module is divided into two lessons, namely:
* Lesson 1 - Basic Science Process Skills
*Lesson 2 - Difference between observation and inference
After going through this module, you are expected to:
a. Identify the different science processes skills

b. Differentiate observation from inference

c. Perform activities applying science processes

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 What I Know
Directions: Read and answer each item carefully. Write the letter of the correct answer.
Do not leave any item unanswered.
1. What can be the observation from the illustration of the energy pyramid?

a. The lion gets the most energy.

b. The plants get the most energy.
c. The energy increases going up the pyramid.
d. Both A and B

http://animalia-life.club/other/lion-food-pyramid.html

2. Which is/are the producer/s in the illustration above?

a. Lion b. rabbits c. plants d. all of the above

3. From the figure which phase of matter has the most closely packed molecules?
a. solid b. liquid c. gas d. none

https://commons.wikimedia.org/wiki/File:States_of_matter_En.svg

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4. The salt is added to one glass of water does not dissolve right away.
a. The water contains large amount of dissolved salt already.
b. The water is cold and it needs stirring to dissolve the salt.
c. The salt is too hard to dissolve.
d. All of the above.
5. These rocks are found near a volcano.
a. It is formed from lava.
b. It will form sedimentary rocks in the future.
c. It will transform into metamorphic rock in the future.
d. None of the above
6. A passenger boat is over loaded with passengers.
a. The passengers are in a hurry.
b. The passengers are careless.
c. The boat might sink later.
d. Both A and B
7. The sky is dark.
a. It is night already.
b. The sky is full of nimbus clouds.
c. It is going to rain.
d. The sun is covered by clouds.
8. Which metric unit would you use to measure the distance a paper airplane can fly?
a. millimeters b. meters c. centiliters d. kilograms
9. A dicotomous key is .
a. A tool used to measure a capacity
b. A tool used by scientist to identify organisms or objects in nature.
c. Something used to catch a mouse
d. A tool to measure mass.

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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. The television is smaller than yours.
b. You don’t like their TV set anyway.
c. The owner bought a new set and his trading this one in.

d. The TV set is black.

What’s In
FOUR PICS ONE WORD
DIRECTIONS: Shown below is a display of four pictures linked by one word.
Your aim is to work out what the word is, from the number of boxes and letters
provided below the pictures.

1 2 3
https://www.google.com/search?q=M https://www.google.com/search?q=observing https://www.google.com/search?q=communicatin

https://www.google.com/search?q=CLASSIFYI G
N
https://www.google.com/search?q=inferring https://www.google.com/search?q=PREDICTING

4 5 6

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 https://www.google.com/search?q=SCIENCE
https://www.google.com/search?q=TEACHER https://www.google.com/search?q=zoologist

7 8 9

What’s New

A. Observing: What I Observe?

List down your observations on the table below and refer your answer to the picture.

OBSERVATIONS:
1.
2.
3.
4.
5

https://www.foodyas.com/KH/Phnom-Penh

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B. Measuring: How will you measure me?
Draw a line to match each object with a correct tool for measurement.

https://www.woojr.com/spring-math-word-problem-worksheets-learning-measurements/measuring-worksheet-3rd/

C. Communicating: Can you Locate Me?

Communicating with a map. Write the location of the object by consulting the map.

Example: Triangle A5
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1. Star
2. Sun
3. Heart
4. Happy Face
5. Box
6. Cylinder

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D. Classifying: How will you identify me?

Classify and name the following animals and write it on your answer sheet.

http://animalworksheetforkid1.blogspot.com/2015/09/new-433-animal-classification-

E. Inferring: Why it is so hot?

Write your inferences about the picture.

1.
2.
3.
4.
5

https://www.cbsnews.com/pictures/godzilla-el-nino-headed-for-california/

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F. Predicting: What will happen next?
Predict what will happen to the person in the following pictures. Write you answer on
the box provided.

https://mindfulrambles.blogspot.com/2014

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 What is It

BASIC PROCESS SKILLS

OBSERVATION> using the five senses to gather information about objects such as
their characteristics, properties, similarities and differences.

https://www.google.com/search?q=SENSES

EXAMPLE: The creature has five eyes.

MEASUREMENT > comparing an unknown amount with a known unit to determine the
length, weight, temperature, quantity, or capacity of an object er even.
MEASUREMENT TOOLS

https://www.google.com/search?q=MEASUREMENT+TOOLS

EXAMPLE: Using a meterstick to measure the length of a table.

COMMUNICATION > using written or spoken words, graphs, tables, diagrams, models,
and video recordings to share information and ideas with others.
EXAMPLE: Describing the change in height of a plant over time in writing or through a
graph.
CLASSIFICATION >grouping or ordering objects or events into categories based on
similarities, differences and interrelationships.
EXAMPLE: Placing all rocks having certain grain size or hardness into one group.
INFERENCE >explaining, making interpretations or drawing conclusions about a
specific event based on observations and data.

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EXAMPLE: Saying that the person who used a pencil made a lot mistakes the eraser
was well worn.
PREDICTION >forming an idea of an expected result not a guess but a belief of what
will occur based on present knowledge, observations, and inferences.
EXAMPLE: Predicting the height of a plant in two weeks time based on a graph of its
growth during the previous four weeks.

What’s More

Activity 1.1
When do you observe and when do you infer
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 in
pairs.

OBSERVATION INFERENCE
Example: A group of 3 boys and 3 girls Example: These 3 boys and 3 girls are
are talking, laughing and eating on the best friends.
table.
1. 1.

2. 2.

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Activity 1.2 TELL ME
Read the following sentences carefully.Underline the inference and encircle the
observation.
1. If I touch the hot pot handle I will burn my hand.
2.When I rang the doorbell, no one answered.
3. The sun sets at 7:18 in the afternoon.
4. When the power is turned on, the toy lights up and plays a song.
5. The cloud is clear.

Activity: 1.3

Got to be LEAF in magic

Objectives: To understand the unique features of every leaf by doing science process
skills to explain a plant by looking at its venation.

Materials needed:
1. In your surroundings, get at least 2 leaves from a plant with the following venations
(arrangement of veins in a leaf). - see attached picture of plant venations.

2. Bondpapers
3. Tape

https://www.google.com/search?q=venation+of+a+leaf
Procedures:

1. Prepare the materials needed. ( leaves )

2. Paste the leaves on a bondpaper.
3. Label it with the type of leaf venation it belongs. Two same leaf venation
should be attached together.

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Example:

ARCUATE
https://www.google.com/search?q=ARCUATE+OF+A+LEAF
4. After pasting the leaves on your paper, answer attached sheet on the
next page.

INSTRUCTIONS: Use your skills on science processes (1qobserving, measuring,

classifying, inferring, predicting, communicating) to fully understand the unique features
of a plant leaf.

Science Process Description/ Guide TYPE OF LEAF VENATION

Skill questions Arcuate Parallel Reticulate
Observing qualities Using your five senses.
Notice details of the
leaf. Name and
describe the form of the
venation. Draw the leafs
venation.

Measuring quantities Using numbers to

describe an object, for
example by counting
parts, measuring
different parts with a
ruler, weighing with a
scale or balance.
Measuring its length.
Etc.
Sorting and Make up categories and
classifying group things by
breaking them down.
(example: Reticulate
Venations on leafs are
usually dicot plants.)
(This plant leaf are
usually longer than the
others.)

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Inference What are your
assumptions about the
leafs venation ? What
have you seen before
that reminds you of
this?
Predicting What’s going to happen
if the plant have the
same leaf venation? Or
no leaf venation at all?

Experimenting Place two plants

outside. Water plant A
everyday and water
plant B once a week.
Answer the following
questions.
⚫ What will happen to
plant A?plant B?
Communicating Based from the results
of your experiment,
what can you say about
the effect of frequent
watering to
plants?

What I Have Learned

1. Which science process skill uses numbers to describe an object?

a. inferring b. predicting c. experimenting d. measuring
2. Which science process skill is an explanation of observations?
a. inferring b. predicting c. measuring d. observing
3. Which science process skill involves using your five senses to describe what is seen,
heard, felt, smelt, and tasted?
a. inferring b. predicting c. measuring d. observing
4. Which science process skill involves making up categories or grouping things
together?
a. experimenting b. measuring c. classifying d. analyzing data
4. Which science process skill uses a test under controlled conditions?
a. Measuring b. experimenting
c. collecting information d. inferring
6. Which science process skill involves sharing ideas through talking and listening,
drawing and labeling pictures, graphs, etc.?
a. predicting b. experimenting c. measuring d. communicating
7.Which science process skill involves guessing what might happen in the future?

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 a. inferring b. experimenting c. predicting d. communicating

8.The boy has on a blue jacket because it is cold outside. This is an example of a(n):
a. observation b. inference c. prediction d. hypothesis
9.If it is cold outside, then the boy will wear his blue jacket. This is an example of a(n):
a. observation b. inference c. prediction d. hypothesis
10.The soccer player wanted to see if he would win his game if he wore his lucky socks.
This is an example of a(n):
a. Inference b. observation c. experiment d. prediction

What I Can Do
Using cut outs from old magazines and newspapers, make a collage
portraying the importance of science process skills in every individual. You can
draw pictures if cutouts are not available.

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 Assessment

A. Observing:
Directions: Read and answer each item carefully. Encircle letter of the correct answer .
Do not leave any item unanswered.
1. Observe the aquarium picture illustrated below. Which of the following is an
observation?
a. Snails and fish do not like each other.
b. More fish could live in the aquarium.
c. Fish near the top are breathing air.
d. Some fish are bigger than the other.
2. Which is NOT an observation of the
aquarium picture? Figure 1: Aquarium https://www.google.com q AQUARIUM
/s e a r ch ? =

a. The plants will not have enough air.

b. There are two snails in the aquarium.
c. The aquarium is not completely full.
d. Snails are not in the bottom of the
aquarium.
3. Which is an observation of the picture of the globe?
a. The globe is divided into halves by the equator.
b. The globe is a model of the earth.
c. The globe is tilted.

d. All of the above. Figure 2: Globe https://www.google.com/search?q=GLOBE

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B. Communicating:
Directions: Write your answer on your answer sheet.
Describe the location of the cylinder. Answer in five sentences. Consider the following
rubrics in scoring.

C. Classifying:
Directions: Put each of the following unit into its proper column
Meter Gram Liter Hour Celsius
Kelvin Minute Gallon Pound Feet

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D. Measuring
D1. Directions: Match the instrument in Column A with the physical quantity it
measures in column B. Write the letter of the correct answer.
Direction: Match the instrument in column A with the physical quantity it measures in
column B. Write the letter of the correct answer.
Column A Column B
1. Thermometer a. volume
2. Stopwatch b. temperature
3. Balance scale c. Time
4. Graduated cylinder d. Length
5. Meter stick e. Mass/ weight

D2. Solve the following.

1. How many seconds are there in 5 minutes?
2. There are 1000 meters in 1 kilometer. A bus travelled 5500 m. Find the distance
travelled by the bus in kilometer.
3. Monique waited for the result of the test in 3 hours. How many minutes are there in
three hours?

E. Inferring:
Direction: Write the letter of the correct answer.
1. One night, you noticed that one star is brighter than the others.
a. It is closer to earth that is why it is brighter than others.
b. The star is going to explode.
c. The star is not actually a star but a planet.
d. None of the above
2. The paint of the roof fades easily.
a. It will be painted soon.
b. The sun and the rain contribute to its fading .
c. The owner of the roof will change the brand of his paint.
d. None of the above.

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3.The water in the river is drying up.
a. The organisms in the river will die.
b. There will be a drought.
c. The ocean will be dried up too.
d. The water shed dried up and the trees were cut.

F. Predicting:
Direction: Write the letter of the most appropriate prediction for each of the given
situation.
1. The girl is shaking an unopened bottle of soft drink in her hand.
a. The soft drink will spill out in bubbles when she open the bottle later.
b. The liquid in the bottle is forming bubbles.
c. The girl is playing with her drink.
d. The girl is mixing the liquid in the bottle.
2. A glass of milk was left forgotten in a table.
a. It does not taste good. c. The one who made it is in a hurry.
b. It is full cream milk. d. It will be spoiled after some time.
3. The temperature in polar region is rising.
a. It will cause melting of glaciers.
b. It will cause rising of water level.
c. It will affect polar bears.
d. All of the above.

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 Additional Activities
In your opinion give a situation in each science process skills by completing the
table below:
SCIENCE PROCESS SKILLS EXAMPLE

OBSERVING

MEASURING

COMMUNICATING

PREDICITNG

INFERRING

CLASSIFYING

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Answer Key

https://www.woojr.com/spring-math-word-problem-worksheets-learning-

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http://animalworksheetforkid1.blogspot.com/2015/09/new-433-animal-classification-

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References
LRMDS portal
https://www.coursehero.com/file/26267124/Observation-and-Inference-Worksheetdoc/
http://www.longwood.edu/cleanva/images/sec6.processskills.pdf
https://narst.org/research-matters/science-process-skills
https://files.eric.ed.gov/fulltext/ED579181.pdf
https://www.chicagobotanic.org/downloads/nasa/Unit_2_Grades_5-6_Activity_2-
2_ObservationVsInference.pdf
https://www.proprofs.com/quiz-school/story.php?title=science-process-skills-quiz

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For inquiries or feedback, please write or call:

Department of Education , Region VII Division of Cebu Province

Office Address: IPHO Bldg., Sudlon, Lahug, Cebu City

Telefax: (032) 255-6405

Email Address: cebu.province@deped.gov.ph

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