1. Have the beam projector ready to show the activities suggested in the MED section.

2. In this unit, there are only two 'aprendizajes esperados' so after exploring instructions in experiments, the rest of the sessions will be dedicated to the writing of texts of experiments of all kinds.

3. Ask students what the structure of an experiment is, sections or parts, illustrations, etc.

4. Ask students if experiments can only be done at school, which ones and which ones they could do at home, for example.

5. Ask students if they like pancakes, how often they eat them, what they like them with, and who makes them at home. The idea here is to start with a simple 'experiment', a recipe, rather than going straight to the same type of school experiments. In a way, mixing, stirring, etc, in a recipe are parts of an experiment.

6. There are a couple of Youtube links for you to use, in case you want to show a video and make the activity more visual. 

7. Ask students to name the ingredients in the recipe (vocabulary review) and label them.

8. Before turning to the next page, ask students to figure out the instructions in pairs and invite them to share with the class what they came out with.

9. There are two different types of exercises to work with the instructions, scrambled sentences and fill in the blanks, choose the one that suits best the style of your class.

10. Ask students to copy the instructions in their notebooks and read them.

11. Go over the recipe by asking these questions,

• ·       How many ingredients do you need?
• ·       How many steps to the instructions are there?
• ·       Is there another way to make pancakes?
• ·       What other ingredients would be needed?

12. Ask students to work in groups of three and talk about making pancakes giving the ingredients, the instructions, etc,

13. After working with a "home experiment", students are going to work with a typical experiment about water and oil. It is possible they have done it before and know the answer, however, encourage students to participate in the reading and writing.

14.  Project the experiment and ask students to read the ingredients.

15. Draw students’ attention towards the box with words at the bottom of the page and help with vocabulary.

16. Ask students to read the paragraph with the instructions and offer help as needed. 

17. Ask students to work in pairs and complete the instructions by writing only the missing word in their notebooks.

18. Ask students to answer these questions,

• ·       How many ingredients do you need?
• ·       How many steps to the instructions are there?
• ·       Has the oil mixed with the water?

19. Ask students to rewrite the instructions in the list format for easier reference and draw pictures to illustrate the instructions.

1. Download the file for the activity suggested in the MED section and make copies for students. For the second activity, have the beam projector ready to show the worksheet.

2. In this session, students are going to work with two more experiments, again, a recipe, and a school project. Remember that it is very important that we focus on the reading of the instructions, the illustrations, and some practice as to write a short report.

3. Ask students if they remember how to make pancakes (this recipe was tried in the previous session) and start with asking, what goes first, the list of ingredients or the instructions, and why.

4. Discuss with students the title of the experiment “Bend it! Stretch it! Squash it!” and help with vocabulary as needed.

5. Review the vocabulary in pictures (self-explanatory) in order to make sure it is clear and students can identify and use the words later on.

6.  Work with the following questions by writing them on the board,

• ·       What materials are needed?
• ·       What do these things have in common?
• ·       How many different groups could you make with these things (elicit materials)?

7. Read the ‘observations’ with students and help with vocabulary.

8. Ask students to complete the activity individually, and monitor. You may not have the materials for the experiment in the classroom since the purpose of the activity is different, however, it is going to be sort of easy for students to say if the objects bend, stretch, or squash. Suggest other objects made out of the same materials.

9. Ask students to work in pairs and swap their worksheets for confirmation. Then, you give the answers for general confirmation and make corrections as necessary.

10. Invite students to write down the instructions for this activity (color, place) in a list format.

11. Ask students if they like crepes, how often they eat them, what they like them with, and who makes them at home. Obviously, this recipe is the contrast, once again, to what students have in mind as experiments.

12. Ask students if they know what the ingredients may be needed. If they mention one or two, that is going to be great so just continue with the recipe and identify the ingredients from the list.

13. Write them on the board for students to copy in their notebooks.

14. Have some volunteers complete the list of ingredients by typing the missing words.

15. Read the recipe for students and ask them to think about the right order of the steps. You may need to read it twice in order to give them time to process the information.

16. When they have completed the list, read the instructions and ask the class to tell you if it makes sense.

17. Review the process by asking students these questions,

• ·       How many ingredients do you need?
• ·       How many steps to the instructions are there?
• ·       What other ingredients would be needed to have a different crepe?

1. Download the file of the activity suggested in the MED section and make copies for students. As for the second activity, use the beam projector to show the experiment.

2. Two more experiments for students to read, get familiar with the format and identify materials, and instructions.

3. Ask students why we do experiments in school, what for, etc. and challenge them to see who remembers the materials and instructions for one.

4. Discuss with students the title of the experiment “Paper Goods” and help with vocabulary as needed.

5. Talk about ‘paper’ by using the information given in the worksheet and ask students to look around and see how many different paper goods there are.

 6. Review the vocabulary in pictures (self-explanatory) in order to make sure it is clear and they will be able to use it in the next activities.

7. Ask students, Which types of paper below are strong, and which are not strong?

8. Guide students through the chart and ask them to complete it.

9. Ask students to work in pairs and swap their worksheets for confirmation. Then, you give the answers for final confirmation.

10. If time allows, invite students to write down the instructions for this activity (place) in a list format, or give it for homework and check the next class.

2. The pictures for the experiments are big, clear and attractive so take advantage of that to elicit the instructions from students.

3. Start with the title of the experiment “Naked egg”, help with vocabulary.

4. Scroll down in order to show each picture 1-6 and ask students to find the materials needed.

5. Make a list of them on the board and see how many agree with it.

6. There’s a video you can play for students to watch, it all depends of your class conditions and time for the activity.

7. Once you have the list of materials, continue with the instructions.

8. You may read the line under each picture or elicit from your students.

9. Ask students to find the action word (imperative) and keep it in mind to work with them later.

10. Ask students to complete the instruction, read ‘Fill -----------, place-------------, etc”

11. Ask students

·       How many materials are needed?

·       How many steps to the experiment are there?

·       What happens when you leave the egg in water?