SUBSECRETARÍA DE EDUCACIÓN BÁSICA

COORDINACIÓN DE IDIOMAS
CICLO ESCOLAR 2016-2017

LESSON PLAN
NOVEMBER 1 TO NOVEMBER 21

School’s name: CCT: Instructor’s name: ID:

Grade and unit: Product: Social practice:

nd
2 Grade Unit 2 Product A Illustrated sequence of an Follow steps in a set of instructions in order to make a product
experiment
Environment: Specific competence:
Educational and academic Follow instructions to carry out a simple science-related experiment

Stage(s): Doing with the language (Activities): Knowing about the language
Session 1 (Background):
Take 5 minutes at the beginning of this class to perform these 3 actions. Greetings
1. Greet students with the typical greeting you use e.g. “Hello, good morning everyone”, “Good - Hello/Hi
afternoon”, etc. - Good morning
2. Ask students: “How is the weather today?” and write it on the upper right corner of the board - Good afternoon
e.g. “Today is sunny”, “Today is cloudy”, etc. *If students do not know vocabulary related to Weather
weather, introduce it. It is not necessary to emphasize a lot on this topic. - Sunny
3. Ask the class: “What is today’s date?” and write it on the board under the weather e.g. “Today - Cloudy
nd
is Monday November 2 , 2015” - Rainy
- Windy
15 minutes Days of the Week
- Introduction to topic Tell students that this month they will make an experiment. Write the following definition on the board: - Monday
(Incorporated stage to Experiment- to make a test or investigation. - Tuesday
present topic). Tell students there are simple experiments they can perform. Paste the following images of experiments - Wednesday
on the board: Color a Flower, Water Coloring, Small Volcano, Dry Ice Cube, Germinate a Seed, etc. Divide - Thursday
students in teams of 3 or 4 and ask them to write on their notebooks the main words involved in each - Friday
experiment. Invite one member of each group to read the words they wrote, take note of the words on Month
the board to complete the word bank of each experiment. Make sure the students complete on their - November
notebooks the words they were missing. Ordinal numbers
- First
- Second

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 30 minutes - Third
After students have performed this activity, give a short description on how to perform each experiment - Fourth, etc.
and draw/paste the sequence of each on the board for students to see. Take the necessary materials to Vocabulary
perform “color a flower” experiment (white flower, cup, water, food coloring), perform the experiment - Experiment
and ask students what they think will happen. Make a list on the board of the hypothesis; students must - Description
write the information on the board on their notebooks. Take the experiment to the principal´s office to - Sequence
stay overnight to wait for the outcome. - Information
- Materials
Session 2 - Jingle
Take 5 minutes at the beginning of this class to perform these 3 actions. - Questions
1. Greet students with the typical greeting you use e.g. “Hello, good morning everyone”, “Good - Answers
afternoon”, etc.
2. Ask students: “How is the weather today?” and write it on the upper right corner of the board Commands
e.g. “Today is sunny”, “Today is cloudy”, etc. *If students do not know vocabulary related to - Raise
weather, introduce it. It is not necessary to emphasize a lot on this topic. - Follow
3. Ask the class: “What is today’s date?” and write it on the board under the weather e.g. “Today - Repeat
nd
is Monday November 2 , 2015” - Listen
- Write
5 minutes - Look
Ask students if they remember what they talked about on the previous class. Give a student the chance - Copy
to answer. Show students the end result of the experiment they made last class. Ask them to check their - Open
notebooks to verify their hypothesis. Tell them that on this class they will choose an experiment to - Say
perform. Ask a student to open his/her notebook and say the experiments they had the chance to talk - Count
about on the previous session. Write them on the board. - Ask
- Answer
20 minutes - Come
- Choose a simple experiment Tell students a survey will be carried out to choose an experiment to perform at the end of the month. - Choose
i.e. germinate a seed). Write the following questions on the board: - Share
1. Which experiment do you like? - Work
2. Which materials are used in the experiment you like? - Read
Invite students to come to the front, 2 at a time. Student A must ask student B the 2 questions and vice - Count
versa, write the answers on the board to make a graph of their responses. Make sure every student has - Sing
the opportunity to participate. - Draw
After the survey is performed, count the times each experiment was chosen and write it under the name - Solve
of the experiment. Tell students that they will make the “germinated seed” experiment because it is
more convenient to make it in class.

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 20 minutes Vocabulary
Write the following jingle on the board: - Band
- Song
Experiments Are Fun! - Cardboard
- Cards
Experiments, experiments, experiments are fun - Colors (pink and yellow)
fun for you, fun for me and fun for everyone! - Name

Choose a melody and sing the jingle to the students using mimics. Explain to students they will work in
teams and pretend they are a band (rock band, pop band, etc.). The “band” must sing the same jingle
you sang but must use a different melody and different mimics. Each band will come to the front to
present the jingle. Conclude the class by asking students to bring a cereal box, cookie box or any piece of
recycled cardboard.

Session 3
Take 5 minutes at the beginning of this class to perform these 3 actions.
1. Greet students with the typical greeting you use e.g. “Hello, good morning everyone”, “Good Material
afternoon”, etc. - Bean
2. Ask students: “How is the weather today?” and write it on the upper right corner of the board - Cotton
e.g. “Today is sunny”, “Today is cloudy”, etc. *If students do not know vocabulary related to - Water
weather, introduce it. It is not necessary to emphasize a lot on this topic. - Container
3. Ask the class: “What is today’s date?” and write it on the board under the weather e.g. “Today Vocabulary
nd
- Make or cut out cards. is Monday November 2 , 2015” - Riddle
- Solve
10 minutes Question
Ask students to take out the piece of cardboard they were requested to bring. - What am I?
Important note: If some students did not bring the cardboard, other students in the class could share with Elements from a question
them or they can work with a piece of paper. - Capital letter
Prepare in advance 4 cards and write your name on one side of each one, example: “Ms. Flores”. Show - Question mark
students your cards and explain they will use the cardboard to make the cards. Ask students to divide the
piece of cardboard in four parts. Explain how to cut the cardboard or paper to transform it into 4 cards.
Request students to write their full name, grade and section on one side of each card as you did on
yours.

20 minutes
Ask students if they know the materials that are used in the experiment “germinate a seed”. Characteristics of material
Give 2 students the chance to share their opinion. Tell students the 4 materials used to germinate a seed - Soft
are: a bean, cotton, water and a container. Ask students to take out their notebooks, divide the page in 4 - Plant
and write the name of each material on their notebook along with a drawing. Do the same activity on the - Transparent
board for students to see how they will create it on their notebooks. - Fluid
Once students have finished, erase the board and write riddles on the left side of the board. - Seed
Read the riddles aloud and ask students to repeat them after you. Ask for the participation of 4 students - Tacos

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 to go to the board to read and solve the riddles. At the end of the activity the board will look like the - Tool
following chart: - Inside

I am white and soft.

I come from a plant. cotton
What am I?
I am a transparent fluid.
I am essential to all living beings. water
What am I?
I am a seed.
I am delicious in tacos. bean
What am I?
I am a basic tool.
I can protect the things inside me. container
What am I?
Vocabulary
Give students examples of questions they have learned e.g. “What is your name?” - Riddle
Explain how the question should be written. Remind students that a question must contain a capital - Container
- Write the list of materials letter at the beginning and a question mark at the end. - Cotton balls
for the experiment on the - Material
cards. 15 minutes
After the students have solved the riddles, have them write the chart in their notebook. Ask students to
take out the 4 cards. Show students your previously made cards. Explain that one side contains the name
of a material that will be used to perform the experiment and the other side of the card contains your
name. Ask students to do the same with their cards. Check their work. When students finish, invite some
of them to read their cards to the class. Ask students to keep their cards in their notebooks for future
activities.

Tell students that for the next session it is necessary to bring some materials to start the experiment.
Ask all students to bring a container, 6 cotton balls and 1 bean. Important note: The container can be
something really simple as in a cup, an empty can, a jar, etc.

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 Session 4 Greetings
Take 5 minutes at the beginning of this class to perform these 3 actions. - Hello/Hi
1. Greet students with the typical greeting you use e.g. “Hello, good morning everyone”, “Good - Good morning
afternoon”, etc. - Good afternoon
2. Ask students: “How is the weather today?” and write it on the upper right corner of the board Weather
e.g. “Today is sunny”, “Today is cloudy”, etc. *If students do not know vocabulary related to - Sunny
weather, introduce it. It is not necessary to emphasize a lot on this topic. - Cloudy
3. Ask the class: “What is today’s date?” and write it on the board under the weather e.g. “Today - Rainy
nd
is Monday November 2 , 2015” - Windy
Days of the Week
5 minutes - Monday
Ask students how many materials are necessary to perform the growing a seed experiment. Invite some - Tuesday
of them to participate by saying the number and name of the materials needed and the name of the - Wednesday
experiment they will perform. Remind students they have already solved riddles according to the - Thursday
material’s description. Ask 4 students if they remember the characteristics of each material. Invite them - Friday
to say the characteristics. Month
- November
20 minutes Ordinal numbers
Ask students to take out their notebook. Write on the board the following words: - First
- Second
First Then Next Finally - Third
- Fourth, etc.
Read each word aloud, ask students to repeat it and explain that these 4 words will be necessary to
perform the experiment. Explain the definition of each making sure students get familiarized with these Vocabulary
4 words. Tell students some steps are necessary to follow in order to achieve the product and these - Steps
steps are called “instructions”. Write the following information on the board: (ask students to do the - Instructions
same on their notebooks) - Germinate
Instructions to germinate a seed: - Grow
- Sunny place
1._________________, put water on the cotton balls and place the cotton balls in the container.
- First
- Then
2._________________ put one bean on the cotton balls. - Next
- Finally
- Team
3._________________, set the cup in a sunny place near a window.

4._________________, the bean will start to grow.

Tell students the words they have learned will be placed at the beginning of the sentences. Give students
the chance to place the words where they correspond.
Then, have students exchange notebooks with the person next to them. Important note: make sure all

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 students have exchanged their notebooks. Write the correct word on each sentence and explain with the
use of drawings and body language the meaning of each instruction. Tell students to draw a small happy
face only if their classmate wrote the correct word.

20 minutes
- Collect the materials and Request students to take out the cards they made last week. Ask students to form a line according to
start the experiment under their height and assign each student a number e.g. student A #1, student B #2, student C #3, student D
teacher’s supervision. #4, student E #1, student F #2 and continue until each student has been assigned with a number. Ask all
students who were assigned with number 1 to get together, all students who were assigned with number
2 to get together, all students who were assigned with number 3 to get together and all students who
were assigned with number 4 to get together.
The class will be divided into 4 teams (Team 1, Team 2, Team 3 and Team 4). The members of the team
must ask among them, with the help of the cards if they have each of the materials needed to make the
experiment. Explain to students they will use the following pattern to ask his/her teammate the
question.

Do you have the _______________? (name of material)

Request students to put back the cards in their notebooks and take out the materials they had to bring to
perform the experiment, tell them they will follow the instructions to start the experiment.

Session 5
Take 5 minutes at the beginning of this class to perform these 3 actions.
1. Greet students with the typical greeting you use e.g. “Hello, good morning everyone”, “Good Vocabulary
afternoon”, etc. - Teammate
2. Ask students: “How is the weather today?” and write it on the upper right corner of the board - Pattern
e.g. “Today is sunny”, “Today is cloudy”, etc. *If students do not know vocabulary related to - Rules
weather, introduce it. It is not necessary to emphasize a lot on this topic.
3. Ask the class: “What is today’s date?” and write it on the board under the weather e.g. “Today
nd
is Monday November 2 , 2015”

20 minutes
Ask students to open their notebooks and take out the 4 cards with the name of the materials. Divide the
class in 2 teams, boys vs. girls. Tell students you will check if they can demonstrate what they have
learned. They will play “The king/queen says” Important note: If necessary, give a short description (even
an example) of how to play the game. Tell teams that for each item they bring they will receive 100
points and the winner team will be the one who gets to 700 points. Say the following sentences to
receive the items:

1. The king/queen says: “Give me the card with the liquid material.”
2. The king/queen says: “Give me an English notebook.”

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- Observe the different stages
of the experiment.
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3. The king/queen says: “Give me the card with a white and soft material.”
4. The king/queen says: “Tell me the first instruction to make the experiment.”
5. The king/queen says: “Give me the card with a seed.” Vocabulary
6. The king/queen says: “Give me all the cards with the materials.” - King/queen says
7. The king/queen says: “Tell me the last instruction to make the experiment.” - Points
- Winer team
Keep the record of the points on the board and when the game concludes, ask the loser team to give the - Loser team
winner team a round of applause.
25 minutes
Ask students to put the cards again on their notebooks. Grab one of the experiments and show it to the Vocabulary
students. If there is one that has sprouted, take that one. - What I see is ____
Pass it around the classroom for every student to see and tell students they will observe the experiment
and comment on what they see with a classmate. Say an example of what you see and invite students to
use the following pattern to share their comment:
What I see is ____________________
(Item’s name)
Important note: Teach students to ask “How do you say _______________?” in case they do not know
how to say a word in English.
Once students have shared their answers with his/her classmate, ask some of them to share it with all
the class. Write the sentences on the board under the title “Observation of My Experiment” on their
notebooks. Check notebooks when students finish with their work.
Session 6
Take 5 minutes at the beginning of this class to perform these 3 actions.
1. Greet students with the typical greeting you use e.g. “Hello, good morning everyone”, “Good
afternoon”, etc.
2. Ask students: “How is the weather today?” and write it on the upper right corner of the board
e.g. “Today is sunny”, “Today is cloudy”, etc. *If students do not know vocabulary related to
weather, introduce it. It is not necessary to emphasize a lot on this topic.
3. Ask the class: “What is today’s date?” and write it on the board under the weather e.g. “Today
nd
is Monday November 2 , 2015”
20 minutes
Brainstorm about what the 4 instructions to make the experiment are. Let some students participate by Vocabulary
saying the correct answer. Prepare in advance 4 cards with the instructions written on them. Place the - Instructions
cards in random places in the classroom and invite 4 students to go to the front of the class to look for - Teach
the instructions and place them in the correct order on the board. Once the 4 students believe they have - Order
the instructions set in the correct order, ask the rest of the class if the instructions were set in the correct - Sequence
Lesson Plan designed by TPA Yanin Alejandra Valdés Treviño

- Write sentences (previously
written by the teacher) that
describe every observed
stage.
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order. If these were, congratulate students. If not, ask for the participation of another student to place
them in the correct order. Repeat the activity until half of the class participates.
Greetings
10 minutes - Hello/Hi
Repeat the instructions and for each pretend you are performing the action. Ask students to do the same - Good morning
with a classmate. Tell them they will pretend they are teaching his/her classmate and they will repeat - Good afternoon
each instruction and will pretend they are performing the action just as you did. Weather
- Sunny
Instruction number one: First put water on the cotton ball and place the cotton ball in the - Cloudy
container. - Rainy
Instruction number two: Then, put one bean on the cotton ball. - Windy
Instruction number three: Next, set the cup in a sunny place near a window. Days of the Week
Instruction number four: Finally, the bean will start to grow. - Monday
- Tuesday
15 minutes - Wednesday
Prepare in advance cards with the name of the 4 materials (you can use the ones you used for previous - Thursday
activities). Place the cards with the name of the materials on the top part of the board along with the - Friday
cards with the instructions. Divide the board in two columns and write on one column the word Month
“materials” and on the other one the word “instructions”. Invite 8 students to come to the front to - November
choose a card and to place it under the column it corresponds. If the student situated the card under the Ordinal numbers
correct column, the class will say “Well done ____________________”.
(Student’s name) If the student is not able to - First
identify the place where the card corresponded, invite another student to help him/her to place it under - Second
the correct column. Repeat the task to have more students participate. - Third
- Fourth, etc.
Session 7
Take 5 minutes at the beginning of this class to perform these 3 actions. Vocabulary
1. Greet students with the typical greeting you use e.g. “Hello, good morning everyone”, “Good - Stages
afternoon”, etc. - Receives
2. Ask students: “How is the weather today?” and write it on the upper right corner of the board - Sprout
e.g. “Today is sunny”, “Today is cloudy”, etc. *If students do not know vocabulary related to - Roots
weather, introduce it. It is not necessary to emphasize a lot on this topic. - Germination
3. Ask the class: “What is today’s date?” and write it on the board under the weather e.g. “Today - Light
nd
is Monday November 2 , 2015” - Steam
- Plant
25 minutes
Ask students to get their notebooks out and tell them they will write the stages of their experiment and
make a drawing that corresponds to each sentence. Write the following sentences and with the use of
mimics and body language, explain each stage of the observed experiment. Read each stage and after
reading it, ask students to repeat after you in order for you to be able to correct pronunciation. After
students repeat a stage, ask for the participation of one student to come to the front of the board to
Lesson Plan designed by TPA Yanin Alejandra Valdés Treviño
 draw a picture that represents the stage. Continue with this activity until you have covered the 5 stages.

Important note: If the seed has grown, show it to students in order for them to see the procedure. If the
bean has not grown, explain to students the sentences they will write will correspond to the stage the
bean seed will go through since it takes up to ten days for it to grow.

Stages of my experiment
st
1 The bean seed receives water and sun.
nd
2 After a few days, the bean starts to sprout roots. (This is called germination)
rd
3 The bean starts to grow a steam.
th
4 The steam grows upwards because it needs light.
th
5 After about ten days, the bean seed grows a bigger steam and also some leaves. (It is now a little
bean plant)

Take a student’s notebook, cover the written stage and show the drawing to a student and ask him/her
to say the stage. Repeat these activity using different notebooks and different stages. Check notebooks
to see if students have written the form of the sentences in a legible and complete way.

10 minutes
Review the stages by asking students the following question:

(ordinal number)
What is the _____________________ stage?

- Check that the written form Important note: Choose number of stage and the student who will participate in a randomly order. Vocabulary
of sentences and materials Write the question on the board and have students look at the structure of the question. Comment on - Crossword
is complete and legible. the importance of the capital letter at the beginning of a question and about the question mark at the - Alphabet song
end of a question. Comment any other important elements regarding the structure of a question. - Chart

10 minutes Commands
Prepare in advance cards with the following words/elements: - Repeat
- Listen
- Write
What is the stage ?
st nd rd th th - Look
1 2 3 4 5
- Copy
- Answer
Place the cards in random locations in the classroom or board and invite students to come to the board
- Read
to formulate sentences according to what they were able to learn about questions. 5 questions can be
- Sing
formulated but these can be repeated in order for more students to participate. The location of the cards
- Draw
can also be changed.
- Solve

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 Session 8
Take 5 minutes at the beginning of this class to perform these 3 actions.
1. Greet students with the typical greeting you use e.g. “Good morning”, “Good afternoon”, etc.
2. Ask students how the weather is today and write it on the upper right corner of the board e.g.
“Today is sunny”, “Today is cloudy”, etc.
3. Ask the class what today’s date is and write it on the board under the weather e.g. “Today is
nd
Monday November 2 , 2015”

Prepare in advance a flipchart sheet with the following crossword:

B E A N O H J W C C
P W S T E P S A V O
K E I S P G K T B T
E X P E R I M E N T
O R U E A F L R N O
Q T Y D S D Z X M N

5 minutes
To start the class, sing the alphabet song with the students.

21 minutes
Paste the flipchart on the board and invite some students to look for the following words:
BEAN WATER SEED
STEPS COTTON EXPERIMENT

Important note: If possible, increase the level of difficulty by asking students to color the word with a Vocabulary
- Chart
specific color after they have looked for it. e.g. “Use your blue color to find the word BEAN in the
crossword puzzle”.
Commands
Answers: - Repeat
- Listen
B E A N O H J W C C
- Write
P W S T E P S A V O
- Look
K E I S P G K T B T
- Copy
E X P E R I M E N T
- Answer
O R U E A F L R N O - Read
Q T Y D S D Z X M N

Invite students who have not participated to spell one word from the crossword puzzle. Continue with
this activity until all words are spelled.

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 19 minutes
Ask students to get their notebooks out and write the following charts:

Important note: Tell students they must leave enough space to write inside the chart.

Material needed to make my experiment:

1. 3.
2. 4.

Instructions to make my experiment:

1. 3.
2. 4.
5.

Stages of my experiment:
1. 3.
2. 4.
5.
Once students have copied the charts on their notebooks, divide them in teams of 3 or 4 members to fill
in the charts. Give them specific time for this activity and monitor their performance.

Check notebooks at the end of the class in order for you to know if the students were able to write the
sentences in each chart in a complete and legible form.

Ask students to bring a big cardboard, a flipchart or any kind of recycled material to display their project
the next class.

Session 9
Take 5 minutes at the beginning of this class to perform these 3 actions.
4. Greet students with the typical greeting you use e.g. “Good morning”, “Good afternoon”, etc.
5. Ask students how the weather is today and write it on the upper right corner of the board e.g.
“Today is sunny”, “Today is cloudy”, etc.
6. Ask the class what today’s date is and write it on the board under the weather e.g. “Today is
nd
Monday November 2 , 2015”

20 minutes
Ask students to take out the flipchart or cardboard they were requested to bring for homework.
Important note: If students did not take the material requested, they can do it in paper.

Invite students to take out the 4 cards with the name of the materials necessary to execute the

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 experiment. Ask students to paste the 4 cards on their flipchart, cardboard or paper they have to display
their project. Explain how they must locate the cards (help students place the cards in order for someone
to be able to see the front and back). Tell students they must write the steps on the flipchart, cardboard
or paper in a cycle way as the following example:
step step
1 2

step step
5 3 Vocabulary
step
4
- Chart
Check every aspect of the display including: the sequence, the material and the instructions. Help - Sequence
- Hang-man
students in the process and monitor their performance by walking around their place. Take an example
of it for the student to get an idea of how to do it.

5 minutes
Play hang-man for the students to guess where the illustrated sequence of the experiment will be
located.
- Display the illustrated
sequence of the experiment
inside or outside the
_____ _____ _____ _____ _____ _____
classroom.
Commands
- Repeat
Important note: Depending on the space in the classroom, decide if it is suitable to display the illustrated
- Listen
sequence of the experiment INSIDE or OUTSIDE the classroom. For this example, the answer is INSIDE but
Achievements: - Write
the answer will depend on the situation. If you decide to display it inside, it can be taped to the classroom
- Distinguish instructions from - Look
windows. If you decide for it to be outside, students can invite other groups to see their final project.
a list of materials. - Copy
- Order words to form - Answer
15 minutes
questions. - Read
- Interpret and follow - Sing
Write the next Self- Evaluation on the board for students to copy it in their notebooks and to fill it.
instructions. - Draw
- Identify the order of Self- Evaluation - Solve
instructions in a sequence. 1. During the month of November, I learned… - Guess
a) To follow instructions to do an b) To follow instructions to cook.
experiment.
2. I learned to identify…
a) The instructions that are necessary to b) The materials that are necessary to
make an experiment. make an experiment.
3. I learned to follow…
a) The order of instructions. b) The order of materials.
4. How was the experience of making an experiment?
a) It was great! b) It was not interesting.

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 5 minutes
Check notebooks and dismiss the class.

Reference: Assessment:
NEPBE Syllabus Cycle 1 Electronic version pg. 141 Listening, Speaking, Writing and Reading Rubric (to apply on different sessions)
NEPBE Syllabus Cycle 1 Written version pg. 59 Checklist of the performed activities in class
http://www.greatgrubclub.com/grow-a-bean-plant#.VhU7kfl_Oko Participation on the activities
http://theimaginationtree.com/2012/04/growing-beans-on-cotton-balls.html During and at the end of each class, accomplish the following points:
nd
2 grade English activity book Monitor the students’ performance by walking around the classroom while they work.
nd
2 grade English fact book Check notebooks when students finish with their work. Set 2-3 simple rules for activities
nd
2 grade English story book Suggested simple rules:
1. Raise your hand for permission to speak.
2. Raise your hand for permission to leave your seat.
3. Follow directions quickly.
Repeat the rules before starting with an activity. Use mimics to make it easy for students
to learn the 3 simple rules.

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 First, put water
on the cotton
Then, put one
balls and
bean on the
place the
cotton balls.
cotton balls in
the container.

Next, set the

cup in a sunny Finally, the
place near a bean will start
window. to grow.

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