This paper presents the results of a proposal for the teaching of chemistry in primary school cycles by taking 3 natural science standards proposed by the Ministry of National Education (MEN). They were developed from a chemistry guide of everyday experiments, which has 5 daily experiments for the 3 chosen standards. In the first to third cycle, with the same standard, 3 different practices are developed for each grade, because this standard can be approached from 3 different levels of complexity and therefore in the fourth to fifth cycle two are taken. standards that are also developed with practices each, for each practice there are activities to perform during the practice and feedback activities for after the practice. This guide is used in the Prince of Peace College, with an approximate population of 22-30 students per course, giving it a character of participatory action research and using the case study technique to analyze the effect of this methodology in the process of teaching. With this proposal are tested some elements that can provide both teachers and students in the teaching - learning process by conducting experiments with easily accessible materials, restructuring the activities proposed by the MEN, to convert them into potentially significant material for teaching of chemistry from early ages. Applying a cooperative learning model and using the Participatory Master's Lesson to present the content of the material that allows clarifying and exposing some key concepts that will allow them to solve the proposed activities. The results are qualified in a qualitative way when delivering the activities of the experimental practice and the complementary activities of the guides. In this way the answers are read and a table is presented with analyzing the results. In the questionnaire that evaluates in a more specific way the contents that they are intended to teach for each subject through quantitative assessment, the results of these activities reveal that for the first, third, fourth and fifth grades some complementary activities must be restructured to optimize teaching, for second grade the content of the practices, the complementary activities for the subject of characterization of the states of the subject, and finally it is concluded that more than two sessions are needed in order to expand and consolidate the content of the subject for each grade.