9

Research 1
Quarter 1 – Module 1:
Basic Science Process Skills
Research 1– Grade 9
Alternative Delivery Mode
Quarter 1 – Module 1: Basic Science Process Skills
First Edition, 2020

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 exploitation of such work for profit. Such
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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

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

Development Team of the Module

Writer: Aila Dana B. de Guzman

Editor: Aljon F. Tobongbanua
Reviewer: Eloisa T. San Juan, EdD
Illustrator: Francis C. Maya
Layout Artist: Eloisa T. San Juan, EdD
Cover Design: Emmanuel S. Gimena Jr.

Management Team:
Schools Division Superintendent
OIC-Asst. Schools Division Superintendent :
Chief Education Supervisor, CID
Education Program Supervisor, LRMDS :
Education Program Supervisor, AP/ADM :
Education Program Supervisor, Science :
District Supervisor, Morong
Division Lead Book Designer
District LRMDS Coordinator, Morong
School LRMDS Coordinator
School Principal
District Lead Layout Artist, Research 1 :
District Lead Illustrator, Research 1
District Lead Evaluator, Research 1
: Romeo M. Alip, PhD, CESO V
William Roderick R. Fallorin
: Milagros M. Peñaflor, PhD
Edgar E. Garcia, MITE
Romeo M. Layug
Edwin Riel Bermillo, EdD
: Jonathan B. De Guzman
: Kenneth G. Doctolero
: Maria Linda V. Manzano
: Neri D. Mangalindan
: Norma N. Mariano
Eloisa T. San Juan, EdD
: Francis C. Maya
: Eloisa T. San Juan, EdD

Printed in the Philippines by Department of Education – Schools Division of Bataan

Office Address: Provincial Capitol Compound, Balanga City, Bataan
Telefax: (047) 237-2102
E-mail Address: bataan@deped.gov.ph
 9

Research 1
Quarter 1 – Module 1:
Basic Science Process Skills
Introductory Message
For the facilitator:

Welcome to the Research 1– Grade 9 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.

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For the learner:

Welcome to the Research 1– Grade 9 Alternative Delivery Mode (ADM) Module

on Basic Science Process Skills!

The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant competencies
and skills at your own pace and time. Your academic success lies in your own hands!

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.

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 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. This also tends retention of
learned concepts.

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

As a beginner in the field of research, this module is written and designed for

Grade 9 students under Science Technology and Engineering (STE) program to

provide you the basic knowledge and skills that will serve as your foundation as you

go further in studying research and making research papers.

At the end of this module, you should be able to attain proficiency to:

1. demonstrate the appropriate basic science process skills in a given event or

object. (R1BSPS-Ia1)

a. Identify the basic science process skills.

b. Determine the appropriate science process skill in a given event.

c. Apply the basic science process skills in solving problems.

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 What I Know

A. Read each statement carefully and determine which basic science

process skill is being described. Choose your answer inside the box
below and write it in your research notebook.
INTERPRETING DATA OBSERVING CLASSIFYING
MEASURING PREDICTING EXPERIMENTING COMMUNICATING
FORMULATING MODELS FORMULATING HYPOTHESIS INFERRING

1. Age has a significant effect on mathematical ability of a person.

2. Recording data from an experiment on the growth of okra in a data table and
forming a conclusion about it.
3. The skill wherein numbers are used to record a phenomenon.
4. The process of using past observations or data along with other kinds of
scientific knowledge to forecast event or relationships.
5. Placing all blocks of the same color in one group.
6. Perhaps the boy ate too much sweets and had toothache.
7. The mango tastes sweet.
8. Showing changes in height of a mongo plant over time through a line graph.
9. The basketball player wanted to see if he would win his game wearing his
lucky jersey.
10. Modify existing models to include new observations.

B. Read the paragraph below and answer the given questions:

The Science teacher wants to know if the food eaten by the students before taking
an exam in Research 1 will have an effect on their score. Half of the students will
eat fruits and the other half will eat chocolates.

1. How will you apply the measuring skill in this problem?

2. What is your prediction in this problem?
3. What will be the null hypothesis?
4. What are the possible controlled variables in doing the experiment?
5. In what form can you convey the result of the experiment?

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 Lesson

1 Basic Science Process Skills

Science is about asking questions and finding answers to those questions. In

looking for these answers, basic science process skill is an important tool to be used.
This includes observing, measuring, classifying, inferring, predicting, experimenting
and communicating.

These skills are helpful not only in studying science concepts but also can be
applicable in dealing with everyday life, in understanding things and events
happening around us.

Science is grounded with inquiry, experimentation and discovery.

What’s In

In this activity, there are ten images related to Science and Research. Give the
word/words implicated in each image using the jumbled letters as your hints. Write
your answer in your Research notebook.

1. 2.

VARONOBSETI EGHTOCNLYO

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3. 4.

SNTESIITC RXETPMENIE

5. 6.

GESIVTATEIN ORMTHEEREMT

7. 8.

GPHAR
SSSEEN

9. 10.

EACTLULCA OCSREPS

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 Notes to the Teacher
This module will prepare the learners to understand the
basic science process skills and apply it through investigation and
discovery of a given object or event.

What’s New

Activity 1: Catriona’s Gown

Read the given situation below and answer the following questions. Write your
answer in your Research notebook.
Ms. Universe, Catriona Gray noticed that two
of her most favorite gowns, the Mayon Volcano Gown
and the Ibon Adarna gown had stains on which one
as big as the size of her palm. She bought all the
available detergent soaps in the market and choose
all the leading brands. Based on the TV commercials
and product reviews that she had read, she assumed
that Mrs. Clean and Supreme are the two of the most
suitable detergents to choose.

Her friend, Pia Wurtzbach advised her to use

the latest brand of detergent soap known as Mrs.
Clean. Her other friend, Rachel Peters recommended
using Supreme, a well-known detergent soap in the
country. Although she had the same thought as
Rachel that Supreme will remove the stain faster
than Mrs. Clean, she still tested the effectiveness of
the latter detergent. Catriona then soaked her Mayon
Volcano gown in Mrs. Clean and the Ibong Adarna
with Supreme detergent. She had been checking
every 15 minutes how fast the stains were being
removed in both gowns, and took pictures to compare
the differences between the two. After 1 hour and 35
minutes, the stain in Mayon Volcano gown has
already gone and after 2 hours the stain in Ibong
Adarna gown has also vanished.

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Questions:

1. Which sentence states an observation?

2. Which part shows that there is a measurement indicated?
3. How was the choice of detergent being classified?
4. In which part did Catriona make an inference?
5. What is the prediction made by Catriona?
6. In what way can Catriona communicate the result of her findings?
7. What interpretation can you derive from the gathered data?
8. What hypothesis can you derive from the problem?
9. Which sentence/s contain/s a complete experiment?
10. What are the variables stated in the experiment?

What is It

Based on the previous activity, what are the seven basic science process skills?

In solving a problem, answering a question or investigating something, we can all

do these in a scientific way using the following skills:

First, it will all start with observing. By using our five senses (see, hear, touch,
smell, taste) effectively, we can create “what”, “why”, “how” (and so on) questions in
our mind. We will be able to find out about objects and events, their characteristics,
properties, differences, similarities, and changes. An observation can be a.)
qualitative – using the senses and b.) quantitative – using exact measurement

Can you describe the picture in the right side qualitatively

and quantitatively?

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The second skills is measuring. Observations can be measured using appropriate
measuring devices and procedures. You are measuring and using numbers
appropriately when you are:
a. able to count and compare quantity and numerical data of items in
different groups;
b. able to count and compare quantity and numerical data of items in one
group;
c. able to recognize the pattern from a table of numbers;
d. able to use numbers to record phenomenon;
e. able to use scales and explain ratios.
f. able to compare objects using numbers;
g. able to using tools properly;
h. able to record unit correctly and choose and use standard unit.

Can you give the correct measurement of

the following objects on your right?

Third skill is classifying. This involves grouping or ordering of objects or events

according to similarities or differences in properties. In classifying, there are four
steps to be followed:
a. Identify the general characteristics of the items.
b. Sort out items of the same characteristics into their respective group.
c. Identify other characteristic
d. Repeat step 1-3 until there is only one item in each group.

Can you group the following objects on the

left side? What is your basis for grouping
them?

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Fourth skill is inferring. It is the
explanation or interpretation made from
the observation. It is also called an
"educated guess" about an object or event
based on previously gathered data or
information. You are making inferences
when you are using information and data
from observations to make sensible early
conclusions.

What inference can you draw by looking

at the broken window on your right?

The fifth skill is predicting. In this part, you are stating the outcome
of a future event based on a pattern of
evidence. You are predicting when you are Growth of Gumamela Plant
using arranged data clearly to make
projections or forecasts. (in) 6
5

What will be your predicted height (in inches)

4 ?
3
of Gumamela plant in its fourth week? 2
1
0
Week 1 Week 2 Week 3 Week 4

The sixth skill is communicating. It is essential to

communicate your observation with other people. It
involves words (written and spoken) or graphic symbols to
describe an action, object or event. It can be in the form
of graphs, demonstrations, drawings, diagrams, or tables
to transmit information and ideas to others

After a week of observing the growth of fruit flies for a

week, how will you effectively communicate the result of
your observation?

The seventh skill is interpreting data. This involves the application of the other
science process skills, specifically classifying, inferring, predicting and
communicating. It will determine how essential the gathered data are in answering

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a question or solving the problem. Interpretations made are always subject to
changes or adjustments due to new or more refined data.

What is your interpretation on the growth of gumamela plant as shown in Table 2

above?

The eight skill is formulating hypothesis. The formulation of hypotheses depends

directly upon questions, inferences and predictions. The hypotheses made will be
tested through an experimentation. If there are more than one hypothesis presented,
each must be stated separately. A feasible hypothesis is stated in a way that, upon
testing, its credibility may be determined.

The two types of hypothesis are:

1. Alternative hypothesis (Ha) – It states that there is a significant relationship
between variables.
Example: There is a significant relationship between the light color and the
growth of plants.
2. Null hypothesis (Ho) – It states that
there is NO significant relationship
between variables.
Example: There is no significant
relationship between the light color and
the growth of plants.

Can you give an example of a null and

alternative hypothesis based from the picture
on the right side?

Now to test if the hypothesis made is correct, you will proceed to the ninth skill which
is experimenting. During experimentation, you will be using three variables which
are:

a.) independent variable or the manipulated variable – the factor that is changed or
tested.
b.) dependent variable or the responding variable – result of the modification in the
manipulated variable.
c.) controlled variables – factor that remain unchanged throughout the experiment.
For example, you want to test if the student’s number of sleeping hours the night
before an examination will affect his score. Which is the independent variable,
dependent variable and controlled variable/s?

Lastly, the tenth skill in the basic science process skills is formulating models which
can either be in the form physical and mental. This is based on the acceptable
hypothesis and is used to describe and explain the relationship between ideas or

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variables. If testing a hypothesis results to new information, the model must be
revised to include it.

What’s More

Activity 2: Which Liquid Melts the Fastest?

Objective: To apply the ten basic process skills in determining which of the available
liquid in your house will melt the fastest.

Materials:
5 available liquids in your house (e.g. water, soy sauce, milk, alcohol, iced
tea)
ice cube tray or any 5 containers of same sizes
timer

Procedure:
1. Prepare all the needed materials. s
(Write your answer in observing, measuring and classifying in the table 3)
2. Put five liquids in the ice cube tray (or container) and let them freeze.
Make sure that liquids are of the same amount.
(Write your answers in inferring and predicting)
3. When all the liquids turn frozen, remove them from the freezer.
4. Use the timer to record the time for each liquid to reach its melting point.
(Answer the remaining process skills.)
*Note: Copy the table and write your answer in your research notebook.

Table 3
SKILLS ANSWER/ACTION DONE
OBSERVING
MEASURING
CLASSIFYING
INFERRING
PREDICTING
COMMUNICATING
INTERPRETING DATA
FORMULATING
HYPOTHESIS
Dependent variable
EXPERIMENTING Independent variable
Controlled variable
FORMULATING MODELS

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 What I Have Learned

Activity 3: Talking Emoji!

Objective: To complete the speech bubble of each emoji based on your own
understanding of the lesson. Write your answer in your research notebook.

The basic science process skills in

correct sequence are
__________________________.

I can do observation by
_________________________________

A correct measurement is important

because ____________________

Communicating the results of an

experiment is necessary because
_____________________________

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 I am classifying when I am
________________________________

A feasible hypothesis is essential

because_____________________________

What I Can Do

Activity 4: Science Process Skills in my Home and in my Life!

Objectives: To apply the knowledge of Basic Science Process Skills in everyday living.

Materials:
Research Notebook
Pen

Procedure:
1. Below are statements and questions we are dealing with our everyday
living. Determine which basic science process skill is being described in
each number
2. Write your answer in your Research notebook.

Statements/Questions:
1. How long does it take you to prepare for school in the morning?
2. I wonder which citrus fruit in the Philippines tastes the sourest. I predict
it is “calamansi” among all the citrus fruits. I am planning to find out and
track the results and discuss it.
3. Taste this soup to know if I need to add salt in it.
4. Separating white fabrics from colored ones.
5. How many chocolate chips are there in one pack?
6. Sending an e-mail to your family to share an information to them.
7. What do you think is going to happen in the next episode of the drama
series?
8. Segregate biodegradable from nonbiodegradable wastes.
9. I assume this is an insect because it has six legs.
10. My little brother is crying, maybe he’s hungry.

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 Assessment

Read each statement carefully. Choose the letter of the best answer. Write your
answer in your research notebook.

1. The little girl is sad because his father went away. This is an example of
_________________.
a. Classifying
b. Inferring
c. Observing
d. Predicting
2. Which of the following is NOT an observation?
a. My neighbor’s house is big.
b. My neighbor’s gate is color green.
c. My neighbor’s lot is almost 500 square meters.
d. My neighbor earned a lot of money because of their successful business.
3. Which of the following is an inference about a pencil?
a. The pencil is sturdy and long.
b. The size of the pencil is 6 inches long.
c. The pencil has the name of its manufacture written on it.
d. The person who used the pencil got a lot of mistakes because its eraser got
well worn.
4. What measuring instrument will you use if you want to know how much
weight you gain during this community quarantine?
a. balance scale
b. double beam balance
c. triple beam balance
d. weighing scale
5. Using Venn diagram to show the result of an experiment is an example of
___________.
a. classifying
b. communicating
c. measuring
d. observation
For item numbers 6-8, refer to this question:
Does decreasing the height of the ramp affect the speed of the car going
down the ramp?
6. What is the independent variable?
a. type of car
b. height of the ramp
c. material used for ramp
d. speed of the car going down the ramp

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7. What is the dependent variable?
a. type of car
b. height of the ramp
c. material used for ramp
d. speed of the car going down the ramp
8. Which of the following is not a controlled variable?
a. type of car
b. height of the ramp
c. material used for ramp
d. gasoline used by the car
9. If you are able to determine which shape comes next in this pattern,
you already acquired the skill of _______________.

a. Experimenting
b. Inferring
c. Observing
d. Predicting
10.Which of the following is not part of the group?
a. hearing
b. seeing
c. measuring
d. touching
11. A group of three boys and three girls are talking, laughing and eating on the
table. Which is not a correct inference of this observation.
a. The 3 boys and 3 girls are best friends.
b. The 3 boys and 3 girls barely know each other.
c. The 3 boys and 3 girls are having their break time.
d. The 3 boys and 3 girls are sharing some funny secrets.
12. There are fruits in the basket. This is an example of ______________.
a. Classifying
b. Communicating
c. Measuring
d. Observation
13. Which science process skill involves sharing ideas through talking and
listening, drawing and labeling pictures, graphs, etc.
a. Communicating
b. Experimenting
c. Measuring
d. Predicting

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 14. I think that the boy will wear his blue jacket the next time it is cold outside.
This is an example of a(n):
a. Observation
b. Inference
c. Prediction
d. Classifying
15. The cashier counted the money in the drawer after she ended her shift. This
is an example of a(n):
a. Inference
b. Measurement
c. Experiment
d. Hypothesis

Additional Activities

Activity 1: What’s Next?

Direction: Write the correct sequence of Basic Science Process Skills in each box
below. The red box for the first skill and the violet box for the last one, respectively.
Copy and answer the illustration in your research notebook.

1____ 3____ 5____ 7____ 9____

2____ 4____ 6____ 8____ 10____

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Activity 2: Science Pictionary

Direction: Write the appropriate science skill for the given pictures. Write your
answer in your activity notebook.

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Activity 3: Fact or Bluff

Direction: Determine whether the statement is a fact or a bluff by putting a check ()
in the proper column.

Table 4

STATEMENT FACT BLUFF

1. All the basic skills are important individually as well

as when they are integrated together.

2. The ability to make good observations is also essential

in the development of the other science process skills.

3. Classifying is determining only the difference among

objects or subjects.

4. When we are able to make inferences, interpret and

explain events around us, we have a better
appreciation of the environment around us.

5. The ability to make predictions about future events

allows us to successfully interact with the
environment around us.

6. Testing hypotheses may result in new information

about the study.

7. An inference is based upon prediction.

8. In an experiment, variables must be identified and

controlled as much as possible.

9. Interpreting data requires the application of other

basic process skills.

10. Basic Science process skills application is limited to

science concepts and lessons.

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Activity 4: Draw my Mind!

Direction: Give your insights and reflections on the importance of understanding

basic science process skills. Draw a symbol, icon or picture to explain your reflection
Write your answer in your activity notebook.

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 22
What I have learned:
1. observing, measuring, classifying, inferring, predicting, experimenting What’s More:
and communicating
Students’ answers
2. using my senses
depend on their
3. determining the similarities and differences
choice of materials.
4. it may affect the reliability of the result of the experiment
5. it may help the study of other people.
What’s In:
1. Ms. Universe Catriona Gray noticed that two of
her favorite gowns, the Mayon Volcano and
Ibon Adarna gown had a stain.
2. the stain is as big as the size of the palm What I Know:
3. based on being the leading brand
4. Based on the TV commercials and product A.
review that she had read, she assumed that
Mrs. Clean and Supreme are the two 1. Formulating
detergents to choose. Hypothesis
5. She had the same thought as Rachel that 2. Interpreting Data
Supreme will remove the stain faster than Mrs. 3. Measuring
Clean What’s In: 4. Predicting
6. Answers may vary 5. Classifying
7. Answers may vary 1. Observation
2. Technology 6. Inferring
8. Answers may vary 7. Observing
9. Catriona then soaked her Mayon Volcano gown 3. Experiment
4. Scientist 8. Communicating
using Mrs. Clean and the Ibong Adarna with
5. Thermomete 9. Experimenting
Supreme detergent. Every 15 minutes, she was
checking the removal of stain in both gowns r 10. Formulating Models
and took pictures to compare the difference of 6. Investigate
the two. B. Students answers may
10. IV – removal of stain, DV – brand of detergent, vary in this part.
Answer Key
 23
Additional Activities
III:
1. Fact Additional Activities II: Additional Activities I:
2. Fact
3. Bluff 1. Measuring 1. Observing
4. Fact 2. Predicting 2. Measuring
5. Fact 3. Classifying 3. Classifying
6. Fact 4. Communicating 4. Inferring
7. Bluff 5. Observing 5. Predicting
8. Fact 6. Experimenting 6. Experimenting
9. Fact 7. Communicating
10. Bluff
Assessment:
1. b
2. d
3. d
4. d
5. b
6. b What I Can Do:
7. d
8. b 1. Measuring
9. d 2. Experimenting
10. c 3. Observation
11. b 4. Classifying
12. d 5. Measuring
13. a 6. Communicating
7. Predicting
14. c
8. Classifying
15. b
9. Inferring
10. Inferring
References
Anderson County Schools.2020.“5th Grade Science Study Guide Science Process
Skills”. Accessed: June 30, 2020
https://www.anderson1.org/cms/lib04/SC01000609/Centricity/Domain/
79/5th_grade_study_guide4_pdf.pdf.

ProProfs.2020.“:Science Process Skills Quiz!”. Accessed: June 30, 2020

https://www.proprofs.com/quiz-school/story.php?title=science-process-
skills-quiz

ReviewGameZone .2020.“Science Process Skills: Process Skills & Measurement”.

Accessed: June 30,
2020https://reviewgamezone.com/mc/candidate/test/?test_id=725&title=
Science%20Process%20Skills

NARST.2018.“THE SCIENCE PROCESS SKILLS” Accessed: July,

20,2020https://narst.org/research-matters/science-process-skills

Barman, Charles.1992.“SCIENCE PROCESS SKILLS” Accessed: July

20,2020https://castle.eiu.edu/~scienced/3290/science/process/crb.html

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For inquiries or feedback, please write or call:

Department of Education – Region III,

Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)

Provincial Capitol Compound, Balanga City, Bataan

Telefax: (047) 237-2102

Email Address: bataan@deped.gov.ph