1. Have the beam projector ready to  show the poster

suggested in the “Materiales Educativos Digitales” section and make copies of the file, too.

2.Ask students to remember what kind of experiments they have worked with  in other classes.

3. Ask students if they remember any particular way to record the steps and results of the experiments.

4. Use the beam projector to show the poster.

5. Point at each section and read it with students.

6. Ask students to copy the format and take notes on what each section should include.

7. Focus on the last section: Remember and discuss the importance of the writing process.

8. Invite examples to give some examples from the lesson in their textbook and analyze if they are short instructions, the tense they are written in and how effective that is.

9. Hand out the experiment template to students and go over each section with them.

10. Ask students to think of a very simple experiment. It could be one of the ones they did in their textbook and record the needed information.

11. Before, writing the information, ask students to work in pairs and practice saying the instructions to each other.

12. Make emphasis on the last section: “I learned that …”

13. Finally, invite students to exchange their worksheets  with another pair of students and comment on that.

1. Have the beam projector ready to show students the article and the poster suggested in the “Materiales Educativos Digitales”. Download the file and make copies for students to work with the template.

2. Ask students what they know or remember about making a soda bottle volcano with since it is a very popular experiment in schools.

3. Write on the board an estimated number of steps in the procedure of the experiment.

4. Project the article and notice that it shows three different ways to the experiment. Choose the one you’d like to work with and show it to students.

5. Scroll down and show only the pictures, do not read the instructions .

6. Invite students to give you the sentences to describe each picture and offer help with grammar and vocabulary as needed.

7. Ask students to make the list of ingredients and steps to the experiment  using their own words but based on the basic rule, keeping them short and simple.

8. Decide which templates you can use with your class since there are several in this file.

9. An option about this activity could be that students use the information from a Science class and write the information in English.

10. Finally, invite some students to share with the class their reports.

1. Download the file on the celery experiment and make copies for students. Also, have the beam projector ready to show the articles  suggested in the “Materiales Educativos Digitales” section  .

2. Ask students if they have tried a celery experiment before and if they know why it is a popular material to work with in many experiments.

3. Hand out the worksheet and guide students though it by paraphrasing what each section needs.

4. Focus in the prediction section and ask students to write what they think will happen.

5. Help with grammar and vocabulary as needed.

(Ignore the section that says there are different containers and focus on the drawing section asking students to draw their container.)

6. If time allows and you do the experiment in class, wait for the results and complete the worksheet with that information.

8. Record the conclusions and discuss them as a class.

9. Use a beam projector to show the article:  the picture of cookies and milk and ask students to predict what it will be about.

10. Teach the word ‘buoyancy’ (does it float or sink?).

11. Scroll down to the picture of  THE GREAT COOKIE DUNK EXPERIMENT and ask about the necessary ingredients.

12. Explain the experiment to students and ask them to predict whether the cookie would sink or float.

13. Show students the pictures and do not read the information so they can conduct the experiment for homework.

7. Ask students to copy the table shown in the picture to record their results.

8. Tell students they need to consider the weight of the cookie, the chocolate chips and the filling in the middle, etc.

9. Finally, ask students to report their results next class.