Lesson 1: The Concept of Science……………….……………………………………………..

Lesson 2: The Scientific Method………………………………………...…….……………..…11

Lesson 3: The Basic Laboratory Equipment………………………………………………..…16

Lesson 4: The Science Investigatory Project……………………….………………………...23

Lesson 5: Crafting Your Science Investigatory Project………………………….………….33

Worksheet No. 1 Understanding the Science Process Skills…………………………..……8

Worksheet No. 1.1 Guessing the Science Process Skills…….. …………………..…9

Worksheet No. 1.2 Discussing the Scientific Skill………………. ……………….......10

Worksheet No. 2 Defining Science…………………..……….………………………….…….13

Worksheet No. 2.1The Scientific Method …………….………………………..…….14

Worksheet No. 2.2 Applying the Scientific Method……………………………..…15

Worksheet No. 3 Naming Equipment……………………………………………………..…...19

Worksheet No. 3.1 Identifying the Laboratory Equipment……...……………..….14

Worksheet No. 3.2 Utilizing the Laboratory Equipment………………………..…..15

Worksheet No. 4 SIP Starter………………………………………………………………….…...22

Worksheet No. 4.1 Identifying the Laboratory Equipment……...………………...31

Worksheet No. 4.2 My Thinking Buddy…………………..…………………………....32

Worksheet No. 5 SIP Title Proposal……………………………………………………………...34

Worksheet No. 5.1 Consultation Form……………………….……...………………...35

References………………………………………………………………………………………….36
Dear Young Scientists,

Welcome to the marvelous world of Science Minds! It is my great pleasure to

craft this material for you. May this workbook be your guiding light as you
pursue your chosen program Special Science Class. There are many things to
look forward to. Together, let us unleash our passion to enhance our
technological skills and create a better world to live in.

I will be your learning buddy throughout this particular journey.

Sincerely,
Teacher Krylle
At the end of the lesson, you will be able to:

• define science; and

• identify science process skills; and
• discuss science process skills.

What is Science?

Science is commonly defined as a systematized body of knowledge that

deals with facts and evidences presented. The word “Science” may talk about
processes, observations, laboratory equipment, and the like.

Albert Einstein believes that science is an

evolved form of our common thinking. It is
systematically developed to grasp the
intricacies of reality and acknowledge its own
limitations.

Science Process Skills is the ability to use the scientific knowledge to

formulate questions on a specific observation and answer it through the use of
the scientific process and drawing of conclusions that are factual and
evidence-based.

These scientific skills, attitudes, and values include the pursuit of

evidence-based answers to problems, the acknowledgement of the
significance of double-checking data, and the realization that scientific ideas
and knowledge evolve throughout time in response to new facts.
There are six basic science process skills:

1. Observation

Observation is one of the fundamental scientific skills.

We use our five senses in observing: sense of sight, sense of
hearing, sense of touch, sense of smell, and sense of taste.
Being observant is something that is highly encouraged in
the field of science.

For example, if we ask students to describe a leaf,

they discuss its color, texture, and so on.

2. Communication

Communication and observation are both present

hand-in-hand. If they were able to observe, they are
capable to express their thoughts and ideas based on
what they have noticed, or the experiences that they had
during the experimentation. Moreover, children may use
words, graphs, charts, or graphic symbols to describe an
action, object or event to give details.

For instance, in the process of oxidation, if learners are asked to describe

a rusting iron, they may say that it’s a little bit rough and the original color turns
into orange. They are also improving their vocabularies for they think of words
how they will express their ideas through their observation.

3. Classification

Sorting is a way of separating into class, arranging systematically

according to type, or making sense out of a large collection of objects.

Just like in estuaries and intertidal zone, biotic and abiotic factors can
be grouped accordingly. This can be done through the use of concept maps
and other graphic organizers to sum up the ideas.
4. Measurement

Measuring is a special case of

observing and communicating.
Measurement is a skill that utilizes
standard and non-standard measures to
describe the dimension of a certain
object.

Examples of these are length,

mass, volume, area, temperature, and
some characteristics that are
observable.

5. Inference

An inference is an explanation or interpretation

that follows an observation. We observe using our five
senses, but we interpret what we sense based on our
prior experience and knowledge. Observation results
can be called data or facts. We can simply say that
inference is the interpretation of facts. It is what you think
or decide about something you have observed.

If we try to observe the appearance of dry leaves,

we can draw conclusion that it lacks water that’s why it
became brown.

6. Prediction

A prediction is usually known as the educated

guess based on our observations and inferences about
future events. It is always data driven. We identify trends
in the data which let us predict what will happen.

For an instance, an ice cream being exposed to

a room temperature will slowly melt because of the
heat. We can simply predict that the ice cream will
change its composition to liquid.

These basic skills are integrated together when scientists design and carry
out experiments or in everyday life when we all carry out fair test
experiments. All the six basic skills are important individually as well as when
they are integrated together.
Name: ___________________________________________________ Score: __________

Date: ______________________

Directions: Define science. Write your definition in the notebook provided for you.
Name: ___________________________________________________ Score: __________

Date: ______________________

Directions: In this activity, try to unjumble the letters to identify what is being described in
each number. Write your answers on the boxes opposite the jumbled letters.

REPCIDTION

1. It is usually known as the educated guess based on our observations.

ENCERFEIN

2. It is an explanation or interpretation that follows an observation.

REMEAUSMENT

3. It utilizes standard and non-standard measures to describe the dimension of a certain

object.

CATIONCLAISSIF

4. It is a way of creating order, or making sense out of a large collection of objects.

VATIONBOSER

5. It uses the five senses that allows them to look into details.
Name: ___________________________________________________ Score: __________

Date: ______________________

Directions: Analyze each situation and discuss the demonstrated science process
skills. Write your answer on the space provided for.

1. Dindo filled the beaker with 120 mL of water.

___________________________________________________________________________
___________________________________________________________________________
2. Cheska grouped all the solid materials in a container for their presentation.
___________________________________________________________________________
___________________________________________________________________________
3. Ms. Capistrano have presented a bar graph to represent all the waste
materials used in their school.
___________________________________________________________________________
___________________________________________________________________________
4. Pedro said that the Pechay will increase its height for about two weeks after
being planted.
___________________________________________________________________________
___________________________________________________________________________
5. Lyn smells something different. Her neighbors might be cooking barbeque.
___________________________________________________________________________
___________________________________________________________________________

EXIT TICKET

I have learned that ____________________________________

I have realized that ____________________________________

At the end of the lesson, you will be able to:

• define the scientific method;

• enumerate the scientific method;
• conduct experimentation following the scientific method

Scientific method is the process of developing and testing a scientific

hypothesis. This uses observation, formulating questions, and testing the
hypothesis to find answers to every problem.

1. Make an observation and ask a question. Make an observation using your

five senses. Formulate questions such as the what, why, and how.
Example: How does water turn into ice block?

2. Form the hypothesis. Hypothesis is defined as the educated guess or a

statement that you expect to happen.

Example: If water will be put into the freezer, eventually, you expect it to freeze.

3. Perform the experiment. This is the process wherein you test your hypothesis,
whether your guess will happen or maybe not. This requires you to be patient
during the experimentation. There is always a trial and error in doing
experimentation. Adjustments may be done leading to the next part of the
scientific method.
Example: You put a glass of water in the freezer and wait until it freezes.
Comparing results may be done based on the different trials in terms of the
waiting time.
4. Drawing conclusions. This is the end stage of the scientific method. In this
process, you make a final statement if your experimentation supported or did
not support your expected outcome or your hypothesis. Moreover, gathering
the data and keeping it on track to record the progress make the process more
realistic as you continue to discover.
Example: After doing the experimentation, you can now draw a conclusion
that water became an ice in a certain number of minutes in a freezer because
of its temperature.
Name: ___________________________________________________ Score: __________

Date: ______________________

Directions: Describe the process of scientific method.

Name: ___________________________________________________ Score: __________

Date: ______________________

Directions: Read the sentences below then arrange them considering the
process of scientific method. Use the numbers 1-4.

____1. Kyla noticed that the apple once sliced, after a few minutes, it turned its color
into brown. She has come to think of “how does the apple changes its color?”
____ 2. She wanted to figure out what will happen so she put the other slice into the
water, and put the other one exposed to air.
____ 3. “Oh, air must be the reason why the color of the apple changed!” she uttered.
____ 4. She then realized that the oxygen affects it changes in composition.
Name: Score:

Date:

Directions: This time, you have to make a simple experiment using the
materials below. Be careful in doing this activity.
Materials: Procedure:
• potato 1. Cut the potato into two using knife. Be careful in cutting the potato.
• knife 2. Fill the first bowl with water.
• water 3. Put the half potato in the bowl with water, and its half in the other bowl.
• 2 bowls 4. Observe what will happen to the two sliced potatoes with and without
presence of oxygen.

Investigate changes that happen in materials under the presence or lack of oxygen S5MT-Ic-d-2

1. Observe what happens after you have sliced the potato.

2. Formulate three questions based on the activity that you had. (3 points)
a. _________________________________________________
b. _________________________________________________
c. _________________________________________________
3. Make a hypothesis. What could be the answer to the questions you have
given in number 2?
(2 points)
__________________________________________________________________________________________

4. Write the step-by-step process on how did you do the activity. (3 points)
1. _________________________________________________
2. _________________________________________________
3. _________________________________________________

5. Write your conclusion. (2 points)

EXIT TICKET
I have learned that
____________________________________
I have realized that
____________________________________
At the end of the lesson, you will be able to:
• name common laboratory equipment;
• identify the use of laboratory equipment; and
• perform an experimentation using this equipment.

The materials used in experiments are called laboratory equipment.

These are the educational tools designed to carry out a certain task with
accurate measurements and material handling in performing
experimentation.

Common Laboratory Equipment

1. Beaker

It is a container that holds liquid or solid samples. It also

catches liquids from titrations and filtrates from filtering
operations.

2. Bunsen Burner
It is an apparatus that serves as a source of heat.
 3. Burette / Buret

It is used to add a precise volume of liquid. The volume of liquid

added can be identified to the nearest 0.01 mL with practice.

4. Erlenmeyer Flask

It is used to contain reactions or to hold liquid samples.

They are also useful to catch filtrates.

5. Glass Funnel
It is used to transfer liquids from one container to another or for
filtering when equipped with filter paper.

6. Graduated Cylinder
It is used to measure the amount of liquid. The volume of

liquid can be estimated to the nearest 0.1 mL with practice.

7. Ring stand with Rings

It is used to hold pieces of glassware in place.

8. Test Tubes
It is used to hold small samples.
 10. Test tube holder / rack
It is used to hold test tubes during experiments or after using
the test tubes.

11. Tongs
It is used as similar function to forceps but are useful for
larger items.

12. Watch Glasses

It is used to hold small samples or for covering beakers
or evaporating dishes.

13. Wire Gauze

It is placed on top of the tripod.

14. Microscope

It is a device used to magnify tiny things, giving the viewer an

incredibly close-up look of an object.
Name: Score:

Date:

Directions: Name the following equipment by cutting and pasting it.

Name: ________________________________________ Score: __________
Date: ___________________

Directions: Read the following situations and identify what equipment shall be
used. Write the letter of your answer.

a. beaker
b. bunsen burner
c. dropper
d. test tube holder/rack
e. watch glasses

____ 1. You would like to measure 5mL of water. What material can
hold liquids?

_____ 2. What equipment can drop small amount of liquids?

_____ 3. Where will you put the test tubes?

_____ 4. What devices are good for holding small samples or for
covering beakers or evaporating dishes?

_____ 5. Which equipment are sources of heat?

Name: ______________________________________________ Score: ____________

Date: ___________________

Directions: In this activity, you will be needing the following materials:

Materials: Procedure:
• Beaker
• Measuring cup • Fill the beaker 3/4 full of the clear soda.
• Water • Add the raisins.
• Clear Soda (Sprite/7 Up) • Watch what happens.
• Raisins
These simple states of matter experiment will allow students to see how solid, liquid, and gas
substances react.

1. What did you observe when you put the raisins in the beaker filled with
clear soda?
___________________________________________________________________________
2. How did you do the activity?
___________________________________________________________________
3. What is the result obtained from the experiment?
__________________________________________________________________________
4. What is the result?
___________________________________________________________________
__________________________________________________________________

EXIT TICKET

I have learned that

____________________________________

I have realized that

____________________________________
Name: Score:

Date: ______________________

Directions: Complete the KWL Chart below. What comes in to your mind when
you hear the word “Science Investigatory Project”? Leave the third column
blank, and you may answer this after the discussion.
At the end of the lesson, you will be able to:

• define science Investigatory Project (SIP);

• familiarize with salient parts of SIP; and
• propose a science investigatory project title.

Science Investigatory Project (SIP) is usually defined as a science-

based research project performed by children. This project is being done by
the learners to exhibit their outputs during the science fairs. This engages
learners into fun and enjoyable activities that will foster love in science.
In creating the science investigatory project, there should be a
proper guidance of the adviser and parents while doing the activity. These can
also be done individually or usually, by groups, to be able to realize the
objective or the aim of the SIP.
Science Investigatory Projects during the SSC Fair 2023 and SSC Fair 2024 of Karangalan Elementary School
in Cainta Rizal
Here’s your quick guide on selecting your topic:

1. Know your interest

In choosing your topic, you should first consider your interest. As a

researcher, you should make sure of the topic you would like to investigate or
study. It will serve as your fuel to be motivated to pursue the conduct of your
study.

2. Set a goal or objectives

Just like in any other plans, setting goals or objectives are essential part
in crafting your SIP. These will be your guide on how you will make your project
and what are the expected outcomes.

3. Make some research

Every science investigatory project should be evidence-based and data

driven. Your project should be backed up by accuracy in terms of data
gathering. Including information from reliable sources will justify your research
paper. Moreover, the background research on your topic will make your study
timely and relevant.

4. Seek coaching and mentorship

As an elementary learner, you cannot fully make an SIP without the

proper guidance of your adviser and also your parents. Your teacher will serve
as your mentor all throughout the conduct of your study. You will be needing
some technical and professional help from your teacher to realize the
objectives of your research. You will be working hand on hand to assist you
based on their knowledge and expertise.
5. Read, read, read, and be confident

It goes with a saying that you learn best when you read. You, as a
researcher are responsible with all the information you have included in your
paper. Putting it all together in your mind will make you confident to defend
your SIP to the panelists. Reading it repeatedly will make you master the core
of your paper. In this sense, you will have the confidence that you need in order
to present your science investigatory project.

To give you an idea, here’s the suggested topics:

• Herbal Candies
• Insect Repellant
• Fertilizers
• Moisturizers
• Hair Care
• Nutritious foods/refreshments
• Robotics
• Renewable Energy
• Waste Management
Salient Parts of the Science Investigatory Projects

1. Title Page

This is the cover page of your project. This

contains all the key information about the
document. It includes the title of the study,
name of the school, researcher’s name and the
year conducted.

2. Acknowledgement

This section is your opportunity to thank those

who have helped and supported you
personally and professionally.
 3. Dedication

This contains message from the author/s prefixed

to a work in tribute to a person, group, or cause.

4. Abstract

This refers to a short summary of the

investigatory project of a study.

5. Table of Contents

This section shows the list of chapters and major parts

of your SIP.
 Chapter 1
Introduction

It presents the background to your study,

introduces your topic and aims, and gives an
overview of the paper.

a. Background of the Study

This contains the rationale, the key

problem that needs to be addressed, and the

brief overview of the research.

b. Statement of the Problem

A problem statement is a detailed message that explains a current or potential

issue. This is designed to address the 5Ws.

c. Hypothesis

This is a statement about an expected relationship between variables, or

explanation of an occurrence, that is clear, specific and testable.

d. Significance of the Study

This elaborates the significance or the importance of the study. It

elaborates why is there a need to conduct your research.

e. Scope and Limitation of the Study

The problem or topic that the researcher hopes to investigate with the

project is referred to as the scope. Constraints that affect the researcher's

capacity to efficiently examine the project's scope are referred to as

limitations.
f. Definition of Terms

This contains all the vocabulary words that may not be familiar with the

readers. This is the clarification and explanation of key concepts, terms, and

terminology used in the study.

Chapter 2
Review of Related Literature and Studies

This contains related literature and studies

involving the systematic identification, location,
and analysis of documents containing
information related to the research problem.

Chapter 3
Methodology and Sources of Data

This section describes how your research or

project was conducted.

Chapter 4
Presentation, Analysis, and Interpretation

of Data
This involves presenting the data in a clear
and concise way to communicate the
research findings.
 Chapter 5
Conclusions and Recommendations

This focuses on discussing the essential

features and the significant outcomes of
your research and some recommendations
after the conduct of the SIP.

References

This part shows the detailed

description of the source of
information that you want to give
credit to.

Trivia Time

Did you know that Special Science Class in

Karangalan Elementary School has a digital library?

It is composed of all the science investigatory project

samples, lectures, and other announcement of the
program. Get to know more here, just scan the QR
code below or simply visit:
sites.google.com/deped.gov.ph/sscdigitallearning
hub/home
Name: ___________________________________________________ Score: ________

Date: ________________________

I. Directions: Describe the science investigatory project inside the cloud.

Name: ___________________________________________________ Score: ________

Date: ________________________

Directions: First, find your thinking buddy. Try to draft a Science Investigatory
Project Title. Discuss this with your partner. Then, let your teacher make
comments and suggestions on how can you enhance your chosen topic.

a. Study Buddy: ______________________________________________________

b. Title: _________________________________________________________________

________________________________________________________________________

c. Why did you choose this title?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Note: Your output will be graded using the Analytical Rubrics on Page 35.
Congratulations my dear Special Science Class learners! With all the discussions
that we had, I bet you are now ready to write your science investigatory
project. In this phase, you can already start drafting your research titles.

Here’s what you are going to do:

1. You will be grouped into three. This will serve as your group for the whole
journey in making your science investigatory project.
2. As a responsible researcher, please bear in mind that you should be working
hand in hand with your research. Each member has a significant role to make
your research be a success.
3. Consult your research adviser. Consultation form will be given to your group
to monitor or track your progress. Every chapter you made shall be checked
by the teacher to ensure that it follows what is being discussed to you. Do not
hesitate to seek help from your teacher. He/she will guide you all throughout
the conduct of your study.

To guide you on the process, below is the flowchart for better understanding.

You can scan this QR code to

START
guide you in writing your science
investigatory projects

SIP Title Proposal

No
Revise the proposed
Approved
title

Yes

Write the Chapter 1

Consultation with Write the next chapter SIP Presentation

Adviser SSC Fair

END
Name: ___________________________________________________ Score: ________

Date: ________________________

I. Directions: With your respective groups, write three science investigatory

project titles considering the concepts that we have tackled. You may use
PowerPoint Presentation or Canva to present this activity.

a. Name of your Groupmates: ___________________________________________

b. SIP Titles: ______________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

c. Teacher’s feedback: _________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

Note: Your output will be graded using the Analytical Rubrics on Page 35.
 (FOR LEADERS AND ASSISTANT LEADER)
This sheet serves as your progress tracker on the conduct of your science
investigatory project. Every time you consult with your adviser, comments and
signature shall be reflected on this form.

Date Comments Signature

EXIT TICKET

I have learned that ____________________________________

I have realized that ____________________________________

 ANALYTICAL RUBRICS ON
SCIENCE INVESTIGATORY TITLE PROPOSAL

4 3 2 1
21st Century
Score
Skills Exceeds Meets Partially Meets Did Not Meet
Expectation Expectation Expectation Expectation

The researchers
The researchers
The researchers have partially The researchers
have met the
have met did not meet
expectation
Content exceeded the
the
expectation the
expectation in the expectation in
expectation in
data accuracy expectation in data accuracy
data accuracy
data accuracy
The researchers The researchers The researchers
The researchers
have have partially did not meet
have met the
exceeded the met the the
expectation in
expectation in expectation in expectation in
presenting the
presenting the presenting the presenting the
Communication title proposal
title proposal
title proposal title proposal
with good
with good with with
communication
communication communication communication
skills and stage
skills and stage skills and stage skills and stage
presence
presence presence presence
The researchers
The researchers The researchers
The researchers did not meet
have have partially
have met the the
exceeded the met the
expectation in expectation in
expectation in expectation in
Collaboration presenting the
presenting the
presenting the
presenting the
title proposal title proposal
title proposal title proposal
with with
with with
cooperation communication
cooperation cooperation
skills
The researchers The researchers The researchers
The researchers
have have partially did not meet
have met the
exceeded the met the the
expectation in
expectation in expectation in expectation in
Creativity presenting the
presenting the
presenting the presenting the
title proposal
title proposal title proposal title proposal
fostering
fostering fostering fostering
creativity
creativity creativity creativity
The researchers The researchers The researchers
The researchers
have have partially did not meet
have met the
exceeded the met the the
expectation in
expectation in expectation in expectation in
presenting the
presenting the presenting the presenting the
Media Literacy title proposal
title proposal
title proposal title proposal
with innovation
with innovation with innovation with innovation
and
and and and
technology
technology technology technology
integration
integration integration integration

Overall Score
Michael, P. (2021). The science process skills. https://narst.org/research-
matters/science-process-skills
Hothi, D. (2020). What is a science
investigatory project?.
https://www.discoverphds.com/blog/science-investigatory-project Common-
apparatus-and-procedures.pdf . 2015
Roy, S. (2021). School Science laboratory Equipment list and uses