Page 52 - @ccess 3 Teacher´s Book

Activity 3
• Make sure students identify
the three stages of the study
plan and that they understand
each activity to be completed.
The phases themselves are not
interchangeable (otherwise,
there would only be exercises),
while the activities proposed for
each one of them are.

• Ask a student to read the
tasks out loud so students can
understand the activities they
will complete in order to write
instructions to carry out an
experiment. Make sure they
understand that the focus is
on the instructions, and not on
the experiment. However, the
proof they actually wrote good
instructions is whether or not
someone else can carry out
the experiment successfully,
following the instructions
they wrote.

• Don’t forget to go back to the
chart to tick each activity as
soon as you complete it. This
is helpful for keeping a sense
of progression, especially if
you are not carrying out the
activities in the order proposed.

• You can also list the sub-products that will lead to your final product on a poster and tick each one of them
as soon as you finish it.
Activity 4
• Activities should always consider spatial arrangement, time and group dynamics. However, the directions
are suggestions, so if you consider that this activity would run more smoothly with teamwork, that’s fine.

Teacher’s Book / Practice 3 51