some variations, since students with different learning styles will find different versions easier. Differentiated Instruction For this activity you can write some more specific ideas on the board to help students compare the instructions. You can write things like: more/less words, use of boxes and arrows, connectors, full sentences. 7. What do you think can be built using this process? Add three more ideas of your own. Start by asking students if they think the process can be used to design a lighter bike. Then ask students to work in pairs and select the other things they think can be made following the process and add some of their own ideas. Elicit ideas from volunteers and highlight how many different things in different fields can be designed, improved, or built using the same process. Ask students to think of examples of daily life problems. You could give them some ideas or topics like: money, time, relationships, love, feelings, choices . Product: A Short, Illustrated Guide In this unit, students will write instructions in a short, illustrated guide. To do this, they will make cards with useful language. In this lesson, ask students to write down five words or expressions used to organize and link instructions. Monitor and check and then ask them to copy their expressions onto strips of paper. This activity will be your first piece of evidence in this unit; ask students to file the list following your procedure of preference; remember that portfolios can take the form of a physical file or be kept in digital form. Don’t forget to ask students for the strips of paper and keep them safe as they will be used at the end of the unit! Self-evaluation You could read the statements in the box together to make sure everybody understands what they need to self-evaluate. If necessary, go back to some of the previous activities so that students understands what each statement refers to. Read the tip provided and make sure to offer individual support to those students who detected areas of opportunity
5 Read the steps and compare them to the ones in Activity 1. Are they the same?
Identify the problem.
Think of di erent solutions.
Plan and draw a solution.
Build the solution.
Repeat steps.
Test the solution to identify good and bad aspects.
Share the solution with others.
6 Talk about the differences between Activity 1 and Activity 5.Which one is easier to understand?
7 What do you think can be built using this process? Add three more ideas of your own.
a a lighter bike
b a faster computer
c clothes that mosquitoes don’t bite
d a better car
d e f
Reader What are examples of daily life problems? (pp. 29-31)
Step 1
• Work in pairs. Say what things can be included in illustrated guides to make instructions easier to follow. • Write down ve words or phrases used to organize and link instructions. • Copy each word or phrase on strips of paper. Self-evaluation (Write True or False.) • Illustrations and linkers ( rst, then, next, a er, nally ) help us understand instructions. Tip: If you are not sure of your answer, go back to Activities 3, 4, and 6. A Short, Illustrated Guide
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Achievement Explore short illustrated guides. Teaching Guidelines • Evaluate patterns used to link and organize information. • Determine the function of graphic components. Development 5. Read the steps and compare them to the ones in Activity 1. Are they the same? You could read the steps aloud so that students follow the steps. Then ask them to look at the steps in Activity 1. Ask for a volunteer to read those as you or another volunteer reads the steps in this activity. Have students compare them and tell you if they are the same or not. 6. Talk about the differences between Activity 1 and Activity 5. Which one is easier to understand? Ask students to work in pairs. In order to get them to evaluate patterns used to link and organize information and determine the function of graphic components, ask them to find differences between the two versions of the instructions. Get them to analyze using text versus using boxes and arrows, as well as using key words instead of full sentences and connectors. Allow for
Unit 3 • Activity Book p. 27
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