Differentiated Instruction For this activity you can use Think-Pair-Share to help students prepare before completing the activity individually. 5. How long do you think it takes to get clean water? Make your own water filter and check. Ask students how long they think it takes for water to be filtered through such a system. (5-10 minutes, depending on the size of the bottle and the ratio of its sand and rocks) If possible, allow students to collect some sand and pebbles from the school grounds and turn a plastic bottle into a water filter. 6. Work in pairs. Read the questions usually asked about processes. Take turns to ask and answer the questions about the water filter. You could organize students into pairs to have them read the questions in turns and answer them with the diagram and instructions as a guide. Offer help if required. After some minutes, check the answers as a class. 7. Ask your group a question about an everyday process. Answer your classmates’ questions. First model an example with the whole class: Where does a lid go? What should I do after I boil water? Why do we need pens? How can I make this phone work? First ask students to think of two questions in pairs. Then group the pairs into groups of fours and ask them to each ask a question and answer as many questions as they can. Time to Shine Ask students to work in small groups and come up with some environmental problems that exist in their area. Ask students to work in pairs and think of a problem. Then get them to answer the questions about the problem on page 32. Allow students to share their ideas, but only if they want, since some of them might have given personal answers. Product: Short, Illustrated Guide Read the first instruction aloud and have them follow the models included in this lesson to write their questions. Students can also copy some of the existing questions from the lesson. Once you have checked them all, read the second instruction and monitor while they copy them onto cards. This is your first piece of evidence. 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.
4 Read the first step.What step from Activity 2 does it correspond? Choose two other steps and write them down in your own words.Then, illustrate them. Share with a classmate. 113
113
Do you know some tips for giving instructions? For information about this theme, go to page 113.
Put a co ee lter over the opening of the bottle and put back on
Step
Step
the part used to close the bottle.
5 How long do you think it takes to get clean water? Make your own water filter and check.
6 Work in pairs. Read the questions usually asked about processes.Take turns to ask and answer the questions about the water filter.
a Where does this go? b What should I do next?
c Why do we need this? d How can I make it work?
7 Ask your group a question about an everyday process.Answer your classmates’ questions.
• What environmental problems are there where you live? Can you think of a solution? Time to Shine! A Short, Illustrated Guide
Reader Think of a problem.
Answer the questions in the Reader. (pp. 32-34)
Step 2
• Write down three questions you can ask about a process. • Copy the questions onto strips of paper. Self-evaluation (Check the box.) I can ask questions about a process. Tip: If you are not sure, go back to Activities 1 and 6.
29 Unit 3
Achievement Interpret information to follow steps. Teaching Guidelines • Ask questions to analyze content. • Follow steps or instructions to check understanding. Development Learning to Learn 113 Ask the question from the box and elicit students’ prior knowledge; encourage them to go to the Appendix if needed. 4. Read the first step. What step from Activity 2 does it correspond? Choose two other steps and write them down in your own words. Then illustrate them. Share with a classmate. 113 You could draw students’ attention to the first box. Read the text aloud and elicit the first answer. Ask what they see different and explain that they can paraphrase the instruction by using other set of words but never changing the meaning. Then instruct students to choose other two steps from the instructions and do the same by rewriting them but replacing words with synonyms. Encourage students to use a dictionary if possible. Otherwise help them with the words they need. After finishing, check as a whole class.
Unit 3 • Activity Book p. 29
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