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Science Process Skills - PowerPoint PPT Presentation

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Science Process Skills. Gimme Five Or What kind of fingerprints do you have?. By: Michele Koomen. Prelude. This PowerPoint presentation has been prepared to offer preservice teachers an opportunity to explore the science process skills while working in a cooperative learning group.

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science process skills

Science Process Skills

Gimme Five


What kind of fingerprints do you have?

By: Michele Koomen

  • This PowerPoint presentation has been prepared to offer preservice teachers an opportunity to explore the science process skills while working in a cooperative learning group.
  • The PowerPoint Slides are best advanced using the key symbols below. Using the arrow button will advance the user through the mainframe slides for each science process skills.
  • All slides may be viewed by clicking the “return” button.
  • Key to symbols

Click this button to advance to the next science process skills slide.

Click this button for “how to hints” to work in each process skill.

  • What is observation?
    • Observation is the process beginning with identifying and describing the characteristics and properties of objects and events.
  • Question to think about during observation:
  • What do my fingerprints look like?
  • Use a hand lense to examine your fingerprints, carefully. What do you notice?
      • Questions to think about:
        • What kinds of patterns do you see in the lines (ridegs) and valleys (spaces) in your fingerprints?

Fingerprint pattern rfom AIMS

  • What is classification?
    • Classification is the process of sorting objects, ideas, and events into groups according to identified criteria.
  • Question to think about during classification:
      • What type of fingerprints do I have?
      • What are the main types of fingerprints?
  • Where can I find information on the three types of fingerprints?
  • AIMS
  • The Henry System
  • What is prediction?
    • Prediction usually begins when someone asks “What do you think will happen? or What is your best guess?
  • Question to think about while predicting:
    • What kind of fingerprints do you think will be represented the most in our class?Loop, or arch, or whorl?
  • Write your prediction down.
  • Prediction is making your best guess.
  • Looking at the fingerprint on your right index finger. What finger print type do you have? What type of fingerprint do you think will represented by the majority of your classmates?
  • Now that you have become familiar with observation, classification, and prediction with fingerprints, we will need to learn how to “lift” your fingerprints.
technique to lift fingerprints 1
Technique to Lift Fingerprints 1

Take a sharp pencil.Pull off one Post-it note. Rub the pencil over the Post-it note until the entire Post-it note is covered with pencil rubbing.

technique to lift fingerprints 2
Technique to Lift Fingerprints 2

Use your right Index finger. Rub your right index finger over the pencil rubbing on the Post-it until your finger is coated with pencil “grime”.

technique to lift fingerprints 3
Technique to Lift Fingerprints 3
  • How can I “lift” my fingerprints?
  • Pull off a piece of clear plastic tape.
  • Rub the tape over the pencil “grime” on your right index finger.
technique to lift fingerprints 4
Technique to Lift Fingerprints 4
  • Place the tape with finger print on a clean Post-it note.
  • Observe your fingerprint with a hand lense.
collecting and recording data
Collecting and Recording Data
  • What is collecting and recording data?
    • Students are asked to sort and classify data into a frame of organization that reflects rules and structure. Collecting and organizing data encompasses communication skills. This process initially relies on observation.
  • Question to think about during colleting and recording of data:
    • How can we sort and classify our data (types of fingerprints) so that the data tells a story?
    • How can we make sense of our data?
collecting and recording data15
Collecting and Recording Data
  • One way to organize data is to make a three column bar-graph. Students would place their fingerprint from their right index finger on the graph.
  • Students can interpret the data which tells the story of the data for this question.
  • What is comparison?
    • Comparing is a distinct process where people systematically examine objects and events in terms of similarities and differences. By comparing the known to the unknown, one gains knowledge about the unknown.

Question to think about when comparing:

  • How do our other fingerprints compare to our right index finger print?
  • Repeat the procedure for lifting of right index finger print (slides 10-13).
  • Organize the data of all of your fingerprints into several bar graphs..
  • What is inference
    • Inference is the process of suggesting more information about an object or event than is readily observable. The process of realizing ideas that are not directly observable is the process of inferring.

Questions to think about:

    • Now, that we know the fingerprint type that is represented the most in our class: what can we infer from this information about the fingerprints of the student body at Gustavus Adolphus College?
  • What is hypothesis?
    • Hypothesis is the formalized statement of an idea based on observations and inference. It is basically the “I think…” statement that students make as they begin to experiment with their ideas.
  • Question to think about for hypothesis:
    • How can we use our inferences regarding our fingerprints in the greater Gustavus student body as a hypothesis?
  • Hypothesis may be an “I think” statement that is one answer to our question.
  • Based on our initial information, we think ______ will be the most prevalent fingerprint type in the greater Gustavus student body.
  • What is application?
    • After observing, collecting data measuring, predicting, and making inferences, students needs to see practical applications for science skills in the “real world”. Students need a sense of relevance of what they are studying to their own problems, interest, and ways of thinking about the world.
  • Questions to think about during the application process:
    • What is the point of what we have done?
    • How does this activity help us to think about the development of the science process skills in elementary school?
    • Who would need to know this information about fingerprints?
  • This is a multi-layered activity.
  • What do you think are some of the layers?
  • What do you think the goals and objectives of this lesson are?

Science Methods Resources for Science Process Skills:

  • Description of Science Process Skills
  • Gimme Five as a Sample Lesson Plan
  • Adobe Reader AIMS Lesson