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Research 1
Quarter 1 – Module 7:
The Basic Science Process
Skills: Communicating

NORALA NATIONAL HIGH SCHOOL

Poblacion, Norala, South Cotabato
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Introductory Message
Research 1 for Grade 7 is a course in the Special Science Program designed to
equip learners with essential scientific attitudes and science process skills that will
prepare them in conducting science investigations. These skills include observing,
measuring, inferring, classifying, predicting, communicating, formulating research
problems, formulating hypothesis, defining and identifying variables, describing
relationships between variables, designing an investigation, experimenting and writing
simple scientific report. This simple science investigation shall be confined within the
school premises. This course provides an excellent groundwork or pre requisite
background for higher research work.

For the learner:

Welcome to the Research 7 Self-Learning Module (SLM) on The Basic Science Process
Skills : Communicating.

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 your notebook in answering the exercises/activities.
2. Don’t forget to answer all the exercises/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 activity.

If you encounter any problem or difficulty in answering the tasks, do not hesitate to
consult your teacher. Always remember that you are not alone.
I hope that through this material, you will experience meaningful learning and gain
deeper understanding of the most relevant competencies. You can do it.

CONTENT STANDARD
The learner demonstrates understanding of the scientific attitudes, applies
appropriate basic science process skills in designing simple science investigation.

PERFORMANCE STANDARD
design simple science investigation applying scientific attitudes and basic science
process skills which are the inherent requirements in conducting simple science
investigation.

LEARNING COMPETENCIES

Communicate the result of observations through different forms of science

publications (e.g. flyers, posters. . .) (SSP-RS7SPS-1g-8)

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What I Need to Know

When we are communicating, we find ways to share the steps we took in

our process. We learn from listening and answering questions. We find creative
ways to explain our thinking. We have the chance to look at drawings, read
writing, and communicate to learn more about science process skills.

After going through this module, you are expected to:

a. describe the importance of developing communicating skills
b. explain ways to develop communicating skills in science
c. enumerate the forms of science communication

What I Know

Direction: Read and understand the questions. Write the letter of the correct
answer in your notebook.

1. Which science process skill involves sharing of ideas through talking,

listening, drawing and labeling pictures, graphics?
a. classifying c. inferring
b. communicating d. predicting
2. How is exchanging of information in science done?
a. orally c. writing
b. verbally d. all of the above
3. The following are the skills required in communicating effectively. Which does
NOT belong to the group?
a. dancing c. making models
b. listening d. speaking
For items 4-6, refer to the paragraph below.
Maria breaks a long bar of soap, gets a basin, pours water into the basin,
gets clothes with one hand and soap with the other and starts laundering. After
having wrung the last piece, Maria rinses the clothes and hangs them to dry.
She then informs her friends that the laundry soap she used is soft to the hands
and smells good.

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4. What science process skill is observed in this situation?
a. classifying c. observing
b. communicating d. predicting
5. Which of the statements show that Maria is communicating the result to her
friends?
a. She broke a long bar of soap.
b. She told her friends that the laundry soap is soft to the hands.
c. She poured water into the basin.
d. She hung the clothes on the clothesline.
6. What form of communication did Maria do?
a. listening c. speaking
b. reading d. writing
7. Which refers to a form of science communication referring to a piece of paper
with something printed on it and given to many people?
a. flyer c. presentation
b. journal d. research proposal
8. What skill is enhanced in making a journal?
a. making models c. speaking
b. reading d. writing
9. Which does NOT belong to the group?
a. flyer c. poem
b, journal d. research study
10. Which of the following is a form of communicating skill?
a. acting c. gossiping
b. dancing d. speaking

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Lesson Research 1
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The Basic Science Process Skills:
Communicating

Learning Objectives:

a. describe the importance of developing communicating skills

b. explain ways to develop communicating skills in science
c. enumerate the forms of science communication

What’s In

Activity 1: Can You Tell?

Direction: Make a reliable prediction. Write your answer on your

notebook.

Based on your actual observations, which will dissolve faster in hot water
1. sugar or salt?
2. coffee or milk?
3. soy sauce or vinegar?

What’s New

Activity 2: Reach for the Star

Direction:
1. On a clean sheet of intermediate paper, write your name, year and
section and the date of accomplishing this task.

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2. Make your work neat and clean.
3. YOU WILL SUBMIT THIS BEFORE THE END OF THE FIRST
QUARTER. Just wait for further information.

TASK
Write your dreams. Feel free to include your ambitions, what you
would like to achieve and what you want in life in not less than 150 words.

What is It

As implied already, communication goes hand in hand with observation.

Students have to communicate in order to share their observations with someone
else, and the communication must be clear and effective if the other person is to
understand the information. One of the keys to communicating effectively is to
use the so-called referents, references to items that the other person is already
familiar with. For example, we often describe colours using referents. We might
say sky blue, grass green, or lemon yellow to describe particular shades of blue,
green, or yellow. The idea is to communicate using descriptive words for which
both people share a common understanding. Without referents, we open the door
to misunderstandings. If we just say hot or rough, for example, our audience
might have a different idea of how hot or how rough. If a student is trying to
describe the size of a pineapple, they might use the size of his or her shoe as a
referent. The pineapple could be either larger or smaller than his shoe.

Science communication is the practice of informing, educating, raising

awareness of science related topics, and increasing the sense of wonder about
scientific arguments and discoveries.

Communicating means (a) giving or exchanging information verbally,

orally and/or writing such as tabular or graphical, and (b) expressing ideas in
many forms such as science journals, science presentations, research proposal,
posters and flyer.

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FLYERS
Flyer/Pamphlet is a form of paper advertisement intended for wide distribution
and typically posted or distributed in a public place, handed out to individuals or
sent through the mail.

POSTER
A poster is a temporary promotion of an idea, product, or event put up in a
public space for mass consumption. Typically, posters include both textual and
graphic elements, although a poster may be either wholly graphical or wholly text.

JOURNAL
Journal a newspaper or magazine that deals with a particular subject or
professional activity. It can also be a record of experiences, ideas or reflections
or an account of day to day events, etc.

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Research proposal is a document proposing a research project, generally in the
sciences or academia, and generally constitutes a request for sponsorship of that
research.

Communicating effectively requires many skills including writing, speaking,

listening, reading and making models. This process enables an individual to
express ides, feelings, and needs to others. Communication is basic to problem
solving.

How important is developing the communicating skills of the learners?

1. Communication skills help to learn more from teachers.

Communication skills help the learners to listen, understand the point
of view of teacher in the class. After listening and understanding to what a
teacher is talking about, students can ask better questions with confidence and
it will help them gain more knowledge.

2. The quality of being friendly with others.

Good communication skills build strong friendships. It will give
confidence. Controlled verbal communication and physical expression help them
make new friends. Studying with good friends relieve stress.

3. Communication skills help in career development.

Clear communication about the skills and knowledge, right choice of
words while communicating with others, confident physical expression, help
students get a job after the completion of the degree.

4. Enhancement in teamwork and collaborative attitude

Positive behaviors, the gratitude of others, collaborative effort in solving
problem with other team members are great examples of effective communication
in a workplace. It will improve the chances of promotion, earn other members
respect. It gives long term benefits.

5. Communication skill develops professionalism among students.

Students in the future will become doctors. They need to communicate
effectively with patients. They need empathy, friendliness, professionalism in

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their speaking and attitude while interacting to patients. Further, this will help
the students in the future to handle such kind of professional and social tensions.

6. Communication skills are important for students in social networking.

Communication in group activities, debates, family functions help
students to analyse their communication skills level and standard. While
communicating, students have to respect the feelings of others. Healthier
communication with parents, teachers, colleagues, classmates and anyone can
build students more to become trustworthy. It will build self-esteem and will
impact positively on their education.

7. Improvement in presence of mind and memory enhancement.

When we communicate, listen, express and understand what we are
talking about, it will improve presence of mind. The presence of mind improves
the vocabulary, communication skills, and enhances memory like that of a
genius,

Suggested ways to develop communication skill in science

1. Understand your audience

2. Build your message
3. Connect with public
4. Tell your public a story
5. Make your science understandable
6. Deal with controversial topics
7. Use technology
8. Offer group presentations and assignments
9. Use tasks and activities that foster critical thinking
10. Ask open ended questions
11. Offer reflective learning opportunities
12. Embrace uncertainty

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What’s More

Activity 3: Spread the News

Direction:
1. On a clean sheet of intermediate paper, write your name, year and
section and the date of accomplishing this task.
2. Make your work neat and clean.
3. SUBMIT THIS ONE BEFORE THE END OF QUARTER 1.
Just wait for further information.

TASK
Write a journal of your admittance to the Special Program of Science or the
Special Science Class. You may include your experiences from the time you took
the examination, to the interview and how you felt after learning that you
qualified to the science class. (not less than 200 words)

What I Have Learned

Activity 4: Still Remember Me?

Direction: Fill in the blank with the correct answer. Choose your answer
from the terms inside the box. Write your answer in your notebook.

Communicating communication feelings

Informing research proposal writing

Science communication is the practice of (1) ___________, educating,

raising awareness of science related topics, and increasing the sense of wonder
about scientific arguments and discoveries.

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(2) ___________ means (a) giving or exchanging information verbally, orally
and/or (3) ___________ such as tabular or graphical, and (b) expressing ideas in
many forms such as science journals, science presentations, (4) ___________,
posters and flyer.

Communicating effectively requires many skills including writing, speaking,

listening, reading and making models. This process enables an individual to
express ides, feelings, and needs to others. (5) ____________ is basic to problem
solving.

What I Can Do

Activity 5: Extend Your Horizon?

Direction:
1. On any clean piece of paper (may it be a bond paper, construction
paper, velom board, linen paper, etc.), colored or not, any size, write
your name, year and section and the date of accomplishing this task.
2. Make your work neat and clean.
3. SUBMIT THIS ONE BEFORE THE END OF QUARTER 1.
Just wait for further information.

TASK:
Make a flyer of your chosen subject and size of the paper (preferably
handwritten). Anything you want to advertise. You may customize, add colors
and graphics (drawn or cut out from a magazine) to make your flyer more
attractive and pleasing to the eyes. You are the captain of your ship. Do your
best.

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Assessment

Direction: Read and understand the questions. Write the letter of the correct
answer in your notebook.

1. What skill is enhanced in making a journal?

a. making models c. speaking
b. reading d. writing
2. Which does NOT belong to the group?
a. flyer c. poem
b, journal d. research study
3. Which of the following is a form of communicating skill?
a. acting c. gossiping
b. dancing d. speaking
4. How is exchanging of information in science done?
a. orally c. writing
b. verbally d. all of the above
5. The following are the skills required in communicating effectively. Which does
NOT belong to the group?
a. dancing c. making models
b. listening d. speaking

6. Which science process skill involves sharing of ideas through talking,

listening, drawing and labeling pictures, graphics?
a. classifying c. inferring
b. communicating d. predicting
For items 7-9, refer to the paragraph below.
Maria breaks a long bar of soap, gets a basin, pours water into the basin,
gets clothes with one hand and soap with the other and starts laundering. After
having wrung the last piece, Maria rinses the clothes and hangs them to dry.
She then informs her friends that the laundry soap she used is soft to the hands
and smells good.

7. What science process skill is observed in this situation?

a. classifying c. observing
b. communicating d. predicting
8. Which of the statements show that Maria is communicating the result to her
friends?
a. She broke a long bar of soap.
b. She told her friends that the laundry soap is soft to the hands.
c. She poured water into the basin.
d. She hung the clothes on the clothesline.

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9. What form of communication did Maria do?
a. listening c. speaking
b. reading d. writing
10. Which refers to a form of science communication referring to a piece of paper
with something printed on it and given to many people?
a. flyer c. presentation
b. journal d. research proposal

Additional Activities

Activity 6: Describe Me

Direction: Describe the objects in column 1. Write at least two sentences

about the pictures. Write your answer in your notebook.

Object Description

Caterpillar

Stone

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Activity 5: Extend Your Horizon
Answer may vary. To be submitted
Activity 4 Still Remember Me
1. Informing
2. Communicating Activity 2 Reach for the Star
3. Writing
4. Research proposal
5. communication
Answer may vary. To be submitted
Activity 3: Spread the News
Answer may vary. To be submitted
What I Know
1. B
2. D
3. A
4. B
5. B
6. C
Activity 1: Can You Tell? 7. A
8. D
1. sugar 9. C
2. coffee 10. D
3. vinegar
Answer Key
References
BOOKS
Albarico, Joni M, Avasar, Ruel G, Castor, Lucila G, (2010), Teaching guide in
Integrated Science pp. 11-13
Amasol, Teresita A, Balce, Marina, Galvez, Elvira & Lozano, Lourdes F., (2003),
Science & Technology for the Future 1 pp.13-15
Bayquen, Aristea V, Darvin-Faraon, Genevieve, Ferriols-Pavico, Josefina Ma, &
Silverio, Angelina A, Ramos, John Donnie A (Author-Coordinator) (2013),
Exploring Life Through Science Series pp. 33-40
Lastimado, Arturo V, Sabido, Gemma T & Tanora, Vicentius Invictus M, (2005),
Science & Technology 1 Integrated Science pp. 8-9
Mangubat, Ma. Carmina R, Rasalan, Elizabeth S (Author/Coordinator) (2005),
Integrated Science Laboratory Manual and Workbook pp. viii-x, 27-30
Rabago, Lilia M, Ph.D., Joaquin, Cresencia C, Ph.D, Ferrer, Diana L, Intong,
Mona Lisa A, Mingoa, Thelma R,(1997), Science and Technology General
Science Textbook for First Year pp. 316-318
(2006,2009), Integrated Science – Science & Technology for First Year p. 10

Prepared by: Reviewed by:

LAARNI A. PABIONA ELMER B. BILLANES

Subject Teacher SS Principal II
09998890108

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