Do you have any creative idea to teach students to write instructions to do something like clean their teeth?

Question

for elementary students and i want them to use "first, second, then, after that, finally ,....). if you any hands-on-activities that can be used?

Answer 1

To teach the concept of sequence, you might try picture puzzles or even worksheets that show pictures of things out of order that need to be cut and placed in the right order.  Read books and discuss sequence.  The Little Red Hen might be a good choice.  How to make a sandwich, how to tie a shoe, how to get to school from my house, and so on are more difficult to explain than one might think!

Answer 2

You're talking about expository writing in the category How to Do Something.

I taught a lesson on that topic.  It went like this:

I put 4 students to a table.  I gave them two slices of bread, a plastic knife, one little cup of peanut butter and one little cup of jelly,  and some napkins.  Their task was to make a peanut butter and jelly sandwich and divide it into equal parts so that everyone received the same amount.  Theywere not to eat the sandwich until we had talked about it.  After they made it, they were to write down the instructions to share with the class.

First they were to discuss it as a group and then do it.  They were very good at discussing it and seemed to work together well.  When most were finished, we had a sharing time.  It was very interesting all the different ways they did that one simple task.   Some cut the bread into sections before spreading the filling on it,  A bit messy, I'd say.  

They divided the bread into 4 parts, but used different strategies.

When they explained how they did it, some left out steps.  So we debriefed about how it is not easy to explain a simple task to another person if you are not careful.

The follow-up assignment was to go home and think of something they each did well whether it was setting the table or doing a magic trick.  They reported back the next day on their ideas.  They could not work collaboratively this time, but they were given 3 days to work on their expository writing about their topic before they brought them to school to share.

The students did better the second time.  They were all enthusiastic about the project, because they got to choose the topic and do it the way they thought best.  They said they learned better because they actually experienced the act.

We did more of this type of writing as the year went on and they got better and better at itl