2011 年 四年级科学全年工作大纲Science Year 4

A Investigating Living Things 探讨生物世界Week周次

Learning AreaLearning Objective

LEARNING OUTCOMES学习成果

SUGGESTED LEARNING ACTIVITIES教学建议

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1.0 Living things have basic needs

生物有基本生存需求1.1Understanding

that humans have basic needs.了解人类有基本生存需求

1.2Understanding that animals have basic needs 了解动物有基本生存需求

1.1.1 identify the basic needs of humans. 确认人类的基本生存需求

1.1.2 give reasons why humans need food ,water, air and shelter.给予人类需要食 物、水、空气和庇护所的 原因

1.2.1 identify the basic needs of animals. 确认动物的基本生存需求

1.2.2 give reasons why animals need food ,water, air

Pupils view video that shows various footage related to the basic needs of humans, e.g学生观看有关人类基本生存需求的影片，例如：a child/family taking drinks and a balances diet. 一个孩子/家庭喝水及有均衡的饮食习惯。b. movement of the chest of a sleeping baby 一个睡着的婴孩的胸部跳动c. different types of houses. 不同种类的房屋。Based on the video ,pupils discuss the basic needs of humans ，e.g.: food, water, air and shelter.根据影片，学生讨论有关人类的基本生存需求，如：食物、水、空气及庇护所Pupil discuss that : 学生讨论a. Human need to eat/drink to help them grow and to stay healthy. 人类需要吃和喝来帮助成长及维持身体健康。b. humans need air to breathe. 人类需要空气来呼吸。c. humans need shelter to protect themselves from danger, sun and rain.

人类需要庇护所来保护他们免遭侵害和日晒雨淋。Pupils discuss and explain what will happen to humans if there is no food, water, air and shelter.学生讨论及解释，如果人类没有食物，水，空气和庇护所，将会发生什么事？

Pupils keep pets such as hamsters/chicks 学生养小仓鼠/小鸡作为宠物Pupils observe and record what they do to keep their pets alive and healthy. 学生观察及记录如何使他们的宠物活得健康。Pupils discuss why hamsters or chicks are kept in a cage and not in an airtight, covered container.学生讨论为什么仓鼠及小鸡被关在笼子里，而不是在一个不透气和被封闭的容器里Based on their records, pupils discuss the basic needs of animals.

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1.3Understanding that plants have basic needs

了解植物的基本生 存需求

2.0 Living things undergo life processes

生物经历的生命 过程2.1 Analysing life processes that humans undergo 分析人类经历的生 命过程

and shelter 给予动物需要食物、水、 空气和庇护所的原因。

1.2.3 describe types of shelters for animals 描述不同种类 的动物庇护 所。

1.3.1 identify the basic needs of plants. 识别植物的基本生存需求。

2.1.1 explain that humans breathe 解释人类的呼吸方式

2.1.2 describe what inhale is.

根据他们的记录，学生讨论动物的基本生存需求。

Pupils discuss that : 学生讨论a. animals need to eat/drink to help them grow and to stay healthy. 动物需要吃和喝来帮助成长及维持身体健康。b. animals need air to breathe. 动物需要空气来呼吸。 c. animals need shelter to protect themselves from danger, sun and rain.

动物需要庇护所来保护他们免遭侵害和日晒雨淋。

Pupils study pictures or video and describe different types of shelters for animals such as nests, caves and holes.学生观看图片或影片及描述不同种类的动物庇护所，如：窝、山洞和洞穴。

Pupils carry out activities to show the basic needs of plants by comparing similar balsam plants kept in different conditions:学生通过进行活动，比较相同的凤仙花被放在不同的情况的变化来证明植物的基本生存需求：

a. 1 watered,1 without water. 一棵被浇水，一棵没有被浇水。b. 1 kept outdoor,1 kept in a tight plastic bag.一棵被放在室外，一棵被放在一个

绑紧的塑料袋里。c. 1 kept outdoor and 1 kept in a dark cupboard. 一棵被放在室外，一棵被放在

一个黑暗的橱里。Pupils observe and record their daily observations.学生每天观察并记录他们的观察结果。Based on their records pupils discuss to conclude that the basic needs of plants are water, air and sunlight.根据他们的记录，学生讨论并作出结论，植物的基本生存需求是水、空气和阳光

Pupils their hands to feel the movement of their chests as they breathe. 学生用手来感觉当他们呼吸时胸部的跳动。Pupils discuss to conclude that the movement of the chest is due to breathing.学生讨论并总结胸部跳动是受呼吸所影响的。

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that

描述呼出的气体 2.1.3 describe what exhale is. 描述吸入的气体2.1.4 differentiate the air that we inhale and the air that we exhale.区别我们吸入和 呼出的空气2.1.5 state that humans use lung to breathe 说明人类用肺呼吸2.1.6 identify the passage of air during breathing. 辨认呼吸过程的空气流动2.1.7 conclude that not all individuals have the same rate of breathing 作出结 论，每 个人有不同的呼吸率2.1.8 state that humans excrete and defecate 说明人类的排泄及排遗 2.1.9 state the products of Humans excretion.说明人 类的排泄物2.1.10 state the products of humans defecation 说明人类的净化物2.1.11 give reasons why human need to excrete and

Pupils discuss that when they inhale they take in air and when they exhale they give out air.学生讨论他们吸入空气和呼出空气的过程。Pupils gather information and discuss that : 学生搜集资料及讨论：a. inhaled air has more oxygen than exhaled air.吸入的空气比呼出的空气有更多的氧气。b. exhaled air has more carbon dioxide than inhaled air. 呼出的空气比吸入的空气有更多的二氧化碳。

Pupils observe model or view video of human body to see that the lung is a breathing organ for human and to identify the passage of air movement when human breathes.学生观察人体模型或影片来观察肺是人类的呼吸器官及辨认呼吸过程的空气流动。Pupils carry out activity to count the number of chest movement in a minute when they are breathing and record their findings.学生进行活动来计算当他们呼吸时胸部跳动的次数和记录结果。Pupils compare their group findings and conclude that not everyone has the same rate of breathing. 学生比较结果并作出结论，每个人有不同的呼吸率。

Pupils discuss to conclude that humans excrete and defecate.学生讨论并总结人类的排泄及排遗Pupils discuss that when humans : 学生讨论当人类：a. excrete they produce urine, sweat and water 排泄时,排出尿液、汗及水b. defecate they produce faeces. 排遗时排出食物残渣。 Pupils discuss that humans excrete and defecate to get rid of waste materials from their body.学生讨论人类排泄及排遗来清除身体里的排泄物

Pupils discuss to infer the effect on health if humans do not excrete/defecate 学生讨论并推论如果人类不排泄及排遗,会影响身体健康

Pupils view video/carry out activities to show how human responds to stimuli. e.g. when touching a glass of hot water.学生观看影片或进行活动来显示人类怎样对外

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certain behaviors can disturb life processes 知道某 些生活习惯会影响 人类的生命过程

2.3 Analysing the life processes that animals undergo 分析动物经历的生 命过程

defecate 给予人类需要排 泄及排遗的原因

2.1.12 state that humans respond to stimuli.说明人 类对外来刺激的反应。2.1.13 give reasons why Humans respond to stimuli. 给予人类对外来 刺激的反应的原因。

2.1.14 state that humans reproduce 说明人类会繁殖2.1.15 predict what will happen If humans do not reproduce ? 预测如果人类不繁殖，将 会发生什么事？

2.2.1 give examples of habits that bring harm to human life processes 给予一些会带 给人类的生命过程有害的习 惯例子2.2.2 state the effects of smoking on lungs.说明吸

来刺激产生反应，如：当触摸一杯水Pupils discuss to infer that humans respond to stimuli to protect themselves from danger or for survival.学生讨论并推论人类用对外来刺激产生的反应来避免遭受侵害或为了生存。

Pupils draw family trees of their families for three generations. Pupils compare each other’s diagram and conclude that humans produce offspring from one generation to another.学生画出他们的三代家族的系统表。学生比较每个图表和总结人类会一代一代的繁殖后代Pupils discuss what will happen if humans do not reproduce. 学生讨论如果人类不繁殖，将会发生什么事？

Pupils discuss to identity bad habits in humans e.g. smoking, drinking alcohol, taking drugs.学生讨论和识别人类的坏习惯，如：吸烟、喝酒、吸毒。Pupils look at pictures or video of a smoker’s and non-smoker’s lungs and discuss the effects of smoking on lungs 学生观看有关吸烟者和非吸烟者的肺的图片或影片并讨论吸烟对肺的影响Pupils watch demonstration by teacher to observe the harmful substances produced when a cigarette is being burned.学生看老师示范来观察一根燃烧着的香烟所产生的有害物质。

Pupils listen to a talk on smoking and health given by a health officer.学生聆听一个由卫生官员所主讲的有关吸烟和健康的讲座。Pupils draw posters about the effects of smoking on health.学生画出有关吸烟影响健康的海报

Pupils view video to see the effects of drugs and alcohol on humans in terms of the effects of delaying a person’s response to stimuli 学生观看有关吸毒和喝酒对人类的影响的影片。吸毒和喝酒会使人对外来刺激的反应变得缓慢，例如：

a. ability to walk in a straight line. 走在直线上的能力。b. Delayed reaction of a drunken driver or a driver high on drug can cause

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2.2.3 explain that taking drug and alcohol can delay a person’s response to stimuli. 解释吸毒的酒精可 以损坏一个人对外来刺激的 反应2.2.4 participate in a campaign to discourage smoking ,drugs taking and alcohol drinking among their peers. 参与反 毒、反烟及反喝酒运动

2.3.1 State that animals excrete.说明动物会排泄2.3.2 State that animals defecate 说明动物会排遗2.3.3 give reasons why animals need to excrete and defecate 给予动物需要排 泄及排遗的原因

2.3.4 State that animals breathe. 说明动物会进行呼吸2.3.5 Identify the breathing

accident.使一个喝醉酒的司机或一个吸毒的司机的反应缓慢而造成意外。

Pupils carry out activities to discourage smoking ,drugs taking and alcohol drinking among their peers.学生进行活动来防止同学吸烟、吸毒及喝酒。

Pupils observe animals in science garden to conclude that animals defecate and excrete 学生在科学园观察动物并作结论动物进行排泄及排遗Pupils discuss that animals excrete and defecate to get rid of waste materials from their body 学生讨论动物会排泄及排遗来清除身体的排泄物Pupils discuss to infer the effect on health if animals do not excrete/defecate.学生讨论并推论如果动物不排泄及排遗，会影响身体健康

Pupils look at models or live specimens to see the breathing structures of : 学生观看生物/模型以确定动物的呼吸方式，如：a. bird 鸟 b. fish 鱼 c. grasshopper 蚱蜢 d. crab 螃蟹 e. frog 青蛙 f. monkey 猴子

Base on the viewing of video /models/live specimens, pupils conclude that breathing structures for animals may be different.根据所看的录像/模型/标本来作出结论： 每种的动物都有不同的呼吸系统

Pupils view video showing animals giving birth and chicks hatching from eggs.学生观看有关胎生和卵生动物的录像带。Pupils discuss to conclude that animals reproduce.学生讨论并总结动物会繁殖

Pupils discuss to conclude that some animals give birth and some lays eggs.学生讨论并总结一些动物是胎生和一些动物是卵生

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2.4 Understanding the life processes that plants undergo

明白植物经历的生命过程

structures for certain animals 分辨特定动物的呼吸系统2.3.6 State that breathing structure for different types of animals may be different.说明不同的动物有 不同的呼吸系 统

2.3.7 State that animals reproduce. 说明动物会繁殖2.3.8 State that some animals give birth and some lay eggs.说明一些动物是胎生 和一些 动物是卵生2.3.9 classify animals according to the way they reproduce 根据动物的繁殖方式分类

2.3.10 describe the life cycles of different animals. 描述不同动物的生命周期

2.3.11 conclude that animals may have different life cycles 作出各种动物有不 同的生命周期的结论

Pupils discuss to classify animals into those that lay eggs and that give birth to their young.学生讨论以将动物归类为胎生或卵生

Pupils observe animals such as butterfly, frog, hamster or chicken from birth/eggs to adult. Pupils record the changes in size /from at the different stages of the life cycles.学生观察动物如：蝴蝶、青蛙、仓鼠或小鸡的生命周期并记录其体型和变化

Based on their observations and records pupils discuss to conclude that animals may have different life cycles.根据观察和记录，学生作出各种动物有不同的生命周期的结论。

Pupils make a scrap book on real animals as imaginary pets , e.g. tiger, whale, lizard, pangolin, bat worm, snake etc. Pupils may write, draw, or paste pictures on their scrap books to tell about their pets, e.g.学生把动物想象成宠物，然后制作一本剪贴簿。例如：老虎、鲸鱼、壁虎、企鹅、蝙蝠、虫及蛇等。学生可以写、画或贴图片在剪贴簿来叙述他们的宠物，例如：a. what pupils have to do to keep their pets alive and healthy. 学生应如何做才能确保宠物继续生存及保持健康b. Suitable home for their pets.给生活的住所c. Food for their pets. 宠物的食物d. How their pets protect themselves from enemies.宠物在面对敌人时如何保护自己e. How their pets take care of their young 宠物如何照顾它们的幼儿。f. Life processes of their pets.宠物的生长过程

Pupils carry out activities to study how plants respond to stimuli,i.e. water, sunlight, touch and gravity 学生进行活动学习植物如何对外界刺激产生反应如： 水、阳光、触摸及地心引力Pupils observe and record their findings.学生观察及记录结果。Based on the above activities pupils discuss to identify the parts of plants that respond to stimuli :根据以上的活动，学生讨论并分辨，植物对外界产生反应的部分： a. roots respond to water and gravity .根部对水和地心引力起反应

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3.0 Animals and plants protect themselves

动物和植物的自卫方式3.1 Understanding that animals have specific characteristics and behaviors to protect themselves from danger 明白动物的身体特征 及特殊本能以保护自 己免受敌人攻击

3.2 Understanding that animals have

2.4.1 state that plants respond to stimuli 说明植物对外界刺激的反应2.4.2 identify the part of plant that responds to water 分辨植物对水产生反应的部分

2.4.3 identify the part of plant that responds to gravity 分辨植物对地心引力产生 反应的部分2.4.4 identify the part of plant that responds to sunlight. 分辨植物 对阳光产生反应 的部分2.4.5 identify the part of plant that responds to touch分

b. shoots respond to sunlight.幼芽对阳光产生反应

c. Certain leaflets respond to touch 一部分叶子对触摸有反应

Pupils observe : 学生观察a. Begonia plants/bryophyllum that have young plants growing from the leaves. 秋海棠/落地生根的幼苗是从叶片长出来的。

b. Banana trees that have young plants growing around the parent plants.香蕉树的幼苗生 长在母树周围c. Water lettuce that have young plants attached to parent plants.浮萍的幼苗是附生在母树上Pupils carry out discussion based on their observations that plants reproduce .学生根据他们的观察植物的繁殖方法，进行讨论。

Pupils watch pictures /view video and discuss that plants reproduce to ensure the survival of their species.学生观看图片/影片并讨论植物繁殖为了确保物种继续生存。

Pupils discuss and predict what will happen to the world if plants do not reproduce, e.g. : no food supply for man and certain animals. 学生讨论及预测如果植物没有繁殖，世界将会如何？例如：没有食物供应给人类和动物。

Pupils study live specimens/view video to find out the various ways plants reproduce, i.e.: 学生观看生物/影片以找出植物的各种繁殖方法：

a. through seeds e.g. balsom, corn and durian.通过种子：凤仙花和榴莲b. Through spores e.g. fern and mushroom.通过孢子 ： 蕨类和蘑菇

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specific characteristics and

behaviors to protect

themselves from extreme weather

明白动物的身体特征 和特殊本能来适应极 端的气候

3.3.Understanding that animals have specific characteristics and behaviors to enable them to survive 了解动物的身体特 征 和特殊本能可以 确保它们继续生存

3.4 Understanding that plants have

辨植物 对触摸产生反应的 部分

2.4.6 state that plants reproduce 说明植物会繁殖

2.4.7 explain why plants need to reproduce 解释为什么 植物需要繁殖2.4.8 predict what will happen to the world if plants do not reproduce 预测如果 植物没 有繁殖，世界将会 如何？2.4.9 explain the various ways plants reproduce 解释植物的各种繁殖方法。

3.1.1 identify special

c. Through suckers e.g. banana and pineapple. 通过幼芽 ： 香蕉和黄梨d. Through stem cutting e.g. hibiscus, rose, and tapioca.通过切茎法：大红花、玫瑰及木薯

e. Through leaves e.g. bryophyllum and begonia.通过叶子 ： 落地生根和秋海棠f. Through underground stem e.g. potato, onion, ginger and lily.通过地下茎 ； 马铃薯、洋葱、姜及百合。

Pupils touch animals such as garden snails or millipedes and observe how they react to danger.学生触摸动物，如：蜗牛或马陆以观察它们对敌人的反应。Pupils describe what they observe and give reasons for the animal’s behaviour, e.g. millipede curl up to protect itself from danger.学生叙述他们的观察结果并推论动物的行动，如：马陆卷起来以保护自己免受敌人的攻击。Pupils look at live specimen or collect information by looking at pictures or viewing video of various animals to identify the characteristics and behaviour of animals that protect them from danger. e.g.: 学生观看生物/图片/影片来收集资料以辨认动物如何利用身体特征和特殊本能来保护自己免受危险,例如： a. pangolins have hard scales to protect themselves from enemies.穿山甲有硬鳞片以保护自 己免受敌人攻击b. bed bugs have bad smell to repel enemies. the surrounding. 臭虫以臭味来击退敌人c. chameleons have the ability to change skin colour according to 变色龙有能力根据周围的 环境 改变皮肤的颜色d. scorpions have stings to protect themselves from enemies.蝎子有螫针以保护自己免受敌人攻击

Pupils discuss and explain how to characteristics and behaviour of these animals protect them from danger. 学生讨论及解释动物如何利用身体特征及特殊本能以保护自己免受敌人攻击。Pupils present their findings to the class 学生向同学们表演学习成果

Pupils view video of animals that live in very hot or cold weather.学生观看有关住在很冷或很热的动物影片。Pupils list the special characteristics and behaviour of animals and describe how these specific characteristics and behaviour of animals that protect them from

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specific characteristics to protect themselves from enemies

了解植物的外形特征 可以用来自卫

3.5 Understanding that plants have specific characteristics to protect themselves

from dry region and

strong wind 了解植物的外形特征以 适应干旱的环境和强风的吹袭。

characteristics of animals that protect them from danger 辨认动 物的身体 特征来保护自己 免受敌人攻击 3.1.2 identify special behaviour of animals that protect them from danger.辨认动物拥有特殊的 本能以保护自己，免受敌人 攻击。3.1.3 describe how the special characteristics and behaviour of animals help to protect them from danger 描述动物如何利用身体特 征和特殊本能动来保护自 己免受危险。

3.2.1 identify specific Characteristics and behaviour of animals that protect them from very hot or cold weather.辨认动物 的身体特征和特殊能可以用 来适应极端的气候3.2.2 describe how the

very hot or cold weather.e.g. 学生列出动物的身体特征和特殊本能及描述它们如何利用这些特征及本能来适应极端的气候。例如：a. Rhinoceros keep their bodies cool by wallowing in mud holes.犀牛把身体浸在泥浆中保持体温。

b. Polar bears have thick fur to enable them to live in very cold weather.北极熊有厚毛使它们能居住在寒冷的地区。

c. Camels have humps on their backs to store food and water to enable them to survive in deserts.骆驼的背上有驼峰能储存食物及水使它能生活在沙漠。

Pupils present their findings to the class.学生向同学们表演学习成果

Pupils discuss that animals need to protect themselves from enemies and extreme weather conditions to enable them to survive. 学生讨论动物需要保护自己以免受敌人攻击及恶劣天气的伤害。

Pupils design a model of an imaginary animal that can protect itself from its enemy and extreme weather conditions.学生发挥想象力，构思一种可以逃避敌人及克服恶劣天气的动物

Pupils build their models and justify why models are built with certain characteristics. 学生创造该构思及说明该虚拟动物的特征。

Pupils look at pictures/view video of various plants to identify special characteristics that protect these plants from their enemies 学生观察各种植物的图片或影片，以确定植物可来自卫的外形特征。Pupils list the special characteristics of plants 学生列出植物的外形特征Pupils describe how these characteristics of plants help to protect them from enemies. e.g.

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specific characteristics and behaviour of animals help to protect them from very hot or very cold weather. 描述动物如何利用身体特征 和本能来适应极端的气候

3.3.1 recognize the need for animal to protect themselves from enemies and extreme weather condition 确定动物须保护自 己以逃避敌人及恶劣天气的 原因3.3.2 make a model of an imaginary animal that can survive both extreme weather and enemies. 创造一种虚拟动物，有其逃 避敌人及恶劣天气的本领。

3.3.3 give reasons why models are built in such ways. 阐述该动物身上所拥有的 特征的原因。

3.4.1 Identify specific characteristics of plants that protect them

学生讨论植物如何以这些特征来逃避敌人，如：a. Mimosas close their leaflets when touched含羞草被触摸时合上叶子b. Papaya leaves produce latex to prevent them from being eaten. 木瓜叶会流出黏汁，免被 动物吃掉。c. Pineapple plants have thorn to protect themselves.黄梨有刺来保护自己d. Bamboos have very fine hairs that can cause itchiness.竹子有细毛，能导致痕痒。

Pupils present their findings to the class.学生向同学们报告调查结果

Pupils view video to identify plants that can be found in : 学生观看影片以确定植物可以生存在a. dry region 气候干旱的地区b. area with strong winds. 强风的地区Pupil collect and interpret data to show how specific characteristics of plants help to protect them from : 学生收集并分析资料，植物所拥有的外形特征，如何保护它们以免：a. excessive loss of water 流失体内的水分b. strong winds.被强风吹袭

Pupils carry out an activity to show which plant can survive in dry region .e.g. the following plants are kept without water for a week.学生进行实验以观察某些植物可以生存在干旱的地区，如：以下植物都不被浇水几天，a. a potted balsam plant 凤仙花b. a potted chilly plant.辣椒c. a potted cactus plant.仙人掌

Based on their findings pupils make conclusion which plant can survive in dry region.根据实验结果，学生作出结论，列出可以生存在气候干旱地区的植物。

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from enemies 确定植物可以 用来自卫的外形的特征

3.4.2 Describe how the specific characteristics of plants help to protect them from enemies 讨论植物如何以 外形特征 来自卫

3.5.1 give examples of plants found in very dry region. 列出生存在气候干旱的地区 的植物例子3.5.2 identify specific characteristics of plants that protect them from excessive loss of water. 确定植物的外形特征可以 避免水分流失3.5.3 Describe how the specific characteristics of plants help them to survive in dry region 讨论植物的外形

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特征如何帮 助它们生存在干 旱的地区3.5.4 give examples of plants found in strong wind area 给予生存在强风地区 的植物例子。3.5.5 Identify specific characteristics of plants that protect them from strong wind 确定植物的特殊特征可以保护 它们不被强风吹倒或破坏。

3.5.6 Describe how the specific characteristics of plants help them to survive in strong wind 讨论植物的外 形特征 如何保护它们生存在 这些被强风吹袭的地区。

B Investigating Force and Energy 探讨物理世界Week周次

LEARNING OBJECTIVES

学习技能

LEARNING OUTCOMES学习成果

SUGGESTED LEARNING ACTIVITIES教学建议

2023/5-27/5

1.Measurement 测量1.1Understanding

the measurement of length.

1.1.1 state the different ways to measure length. 阐述测量长度的

Pupils discuss the different ways to measure length such as using straw, arm span, string, ruler and measuring tape. 讨论以不同方法测量长度,如: 吸水草、寻、绳子、尺和皮带尺。

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了解长度的测量

1.2Understanding how to calculate area

了解如何计算面积

1.3Understanding how to measure the volume of solid

了解如何测量固体

不同方法

1.1.2 State the standard unit for length in the metric system. 阐述长度的标准单位1.1.3 choose the appropriate measuring tools to measure length. 选择适当的测量工具来测量长度1.1.4 measure length using the correct technique.利用正确的方 法来测量长度.1.1.5 record lengths in standard units. 以标准单位记录长度

1.2.1 compare a square and a rectangle and guess which object has a bigger area 比较一个正方形和一个长方形并

预测哪一个形状拥有较大的面积

1.2.2 carry out a test to confirm their guesses. 进行测试以确定预测

1.2.3 State that area =length x width 阐述面积 ＝ 长 x 宽

1.2.4 State the standard unit for area in the metric system 阐述面积

Pupils discuss the standard unit for length in metric system i.e. mm, cm, m and km.学生讨论长度的标准单位，如：毫米、厘米、米和公里。Pupils choose the appropriate tools and measure in standard units : 选择适当的工具以标准的单位来测量：a. the length of objects such as eraser, pencil or book. 橡皮、铅笔或书本的长度b. the length and height of teacher’s table. 教师桌子的长度及高度c. the length and width of the classroom. 教室的长度和宽度d. the heights of their friends. 同学们的高度e. the circumference of any part of their bodies or round objects.身体或其他圆形物 体的圆周Record the measurements in a graphic organiser. 以图表记录所测量的资料。

Pupils compare objects of different shapes such as a square and a rectangle and guess which object has a bigger area e.g. 学生比较不同形状的物体，如 ： 正方形和长方形并预测哪一个形状拥有较大的面积， 如： a. a square ( 4 cm x 4 cm ) 一个正方形 （ 4 cm x 4 cm ) b. a rectangle ( 8 cm x 2 cm ) 一个长方形 ( 8 cm x 2 cm )Pupils confirm their guesses by filling the 4 cm x 4 cm square and 8 cm x 2 cm with 1 cm x 1 cm cards used.学生应用以下的方法来确定预测：个别以 1 cm x 1 cm 的卡片来填满 4 cm x 4 cm 的正方形和 8 cm x 2 cm 的长方形并计算个别图形所需用以填满的 1 cm x 1 cm 卡片的数量。Pupils discuss to state the relationship between the number of 1 cm x 1 cm square and the length and width of the above square and rectangle.学生讨论并阐述 1 cm x 1 cm 正方形的数量和上述正方形和长方形的长度及宽度之间的关系。Pupils discuss the standard unit for area in metric system i.e. square mm, square cm, square m and square km. 学生讨论面积的标准单位 ： 平方毫米、平方厘米、平方米和平方公里Pupils calculate the area of any given square and rectangle in standard

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的 体积

1.4 Understanding how to measure the volume of solid 了解如何测量液体的体积

1.5.Understanding how To measure mass

了解如何测量质量

的 标准单位1.2.5 calculate the area of a given share in standard unit. 以标准单位计算图形的面积

1.3.1 compare a cube and a cuboid and guess which one has a bigger volume 比较一个正方体和 一个长方体并 预测哪一个物体拥有较大的体积1.3.2 carry out a test to confirm their guesses 进行测试以确定预测1.3.3 State that volume =length x width x height阐述体积 ＝ 长 x 宽 x 高 1.3.4 State the standard unit for volume of solids in the metric system 阐述体积的标准单位1.3.5 calculate the volumes of cubes and cuboid based on the measurements

taken in metric system 以标准单位计算图形的体积

1.4.1 state the different ways to measure the volume of liquid 阐述测量液体的不同方法1.4.2 State the standard unit for

volume of liquids in the

unit. 学生以标准单位计算正方形和长方形的面积。

Pupils compare 2 different object such as a cube and a cuboid and guess which object has a bigger volume. e.g.学生比较不同形状的物体，正方形和长方形并预测哪一个形状拥有较大的面积， 如： a. a cube ( 4 cm x 4 cm x 4 cm)一个正方体（ 4 cm x 4 cm x 4 cm ) b. a cuboid ( 8 cm x 4 cm x 2 cm )一个长方体 ( 8 cm x 4 cm x 2 cm )

Pupils confirm their guesses by filling the 4 cm x 4 cm x 4 cm cube and 8 cm x 4 cm x 2 cm cuboid with 1 cm x 1 cm x 1 cm cubes used. 学生应用以下的方法来确定预测： 个别以 1 cm x 1 cm x 1 cm 的卡片来填满 4 cm x 4 cm x 4 cm 的正方体和 8 cm x 4 cm x 2 cm 的长方体并计算个别图形所需用以填满的 1 cm x 1 cm x 1 cm 卡片的数量。Pupils discuss to state the relationship between the number of 1 cm x 1 cm x 1 cm square and the length , width and height of the above cube and cuboid 学生讨论并阐述 1 cm x 1 cm x 1 cm 正方体的数量和上述正方体和长方体的长度、宽度和高度之间的关系。Pupils discuss the standard unit for volume of solid in metric system i.e. cubic mm, cubic cm and cubic m . 学生讨论体积的标准单位 ： 立方毫米、立方厘米和立方米。Pupils calculate the volumes of any given cubes and cuboids in standard unit. 学生以标准单位计算正方体和长方体的面积。

Pupils discuss the different ways that can be used to measure the volume of a liquid such as using cup, the cap of a bottle , beaker and measuring cylinder. 学生讨论测量液体的体积可用各种方法，如： 用杯、瓶盖、烧杯和测量筒Pupils discuss the standard unit for volume of liquid in metric system , i.e. ml , and l 学生讨论液体体积在国际公制里的标准单位，如： 毫升和升。Pupils choose the appropriate tool for measuring the volume of a liquid.学生选择适当的器具来测量液体的体积。Pupils discuss the correct techniques to take readings. i.e.

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1.6 Understanding how to measure time

了解如何测量时间

1.7 Realising theimportance of

using standard units 明了应用标准测量单位的重要性

metric system阐述液体的标准单位

1.4.3 choose the appropriate measuring tools to measure the volume of a liquid. 选出适合的器 具来测量液体 的体积。1.4.4 measure the volume of a liquid using the correct technique.

利用正确的技巧来测量液体的体积1.4.5 record the volume measured in metric system.利用公制记录液体 的体积1.5.1 state tools for measuring mass

说出测量质量的工具1.5.2 state the standard init for mass in the metric system 说出质量在国际公制里的标准单位1.5.3 measure the mass of an object using the correct technique. 利用正确的技巧来测量物体的质量1.5.4 record the measurement using Metric system.利用公制记录质量

1.6.1 identify different ways to measure

time 确定各种计算时间的方法1.6.2 state that processes that repeat

学生讨论以正确的技巧来读出读数，例如；a. taking the reading at the lowest part of the meniscus.在水平面最低部分读出读数

b. eyes must be at the same level as the lowest part of the meniscus. 眼睛的视线必须与水平面平行地读出读数。

Pupils carry out activities to measure the volumes of liquids using the correct techniques. 学生以正确的技巧来进行测量液体体积的活动。Pupils record measurement in a graphic organiser. 学生以图表记录所测量的资料

Pupils study lever balance and discuss that it can be used to measure mass of various object.学生探究杠杆秤并讨论它可用来测量各种物体的质量。Pupils discuss the standard unit for mass in metric system i.e. mg ,g, and kg.学生讨论质量在国际公制里的标准单位，如： 毫克、克和公斤Pupils use tools to measure the masses of various objects such as books, pencil cases or school bags.学生用工具测量各种物体的质量，如：书本、笔盒或书包.Pupils record measurements in a graphic organizer 学生以图表记录所测量的资料

Pupils gather information about different ways to measure time. 学生收集资料关于各种计算时间的方法。Pupils discuss and conclude that a process that repeats uniformly can be used to measure time. 学生讨论并作结论时间是可以根据固定而持续性的动作来测量。Pupils observe the following processes : 学生观察以下的过程：a. the swinging of a pendulum. 钟摆的摆动 b. water dripping 滴水 c. pulse 脉搏Pupils discuss why the above processes can be used to measure time. 学生讨论以上过程可用来计算时间的原因。Pupils discuss the standard unit for time in metric system, i.e. second, minute and hour. 学生讨论时间在国际公制里的标准单位，如：秒、分钟和小时。

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uniformly can be used to measure time. 说出时间是可以根据固定而 持续 性的动作来测量。

1.6.3 state the standard unit for time in the metric system. 说出时间在 国际公制里的标准单位1.6.4 identify tools for measuring time 确定计算时间的工具1.6.5 measure time using

appropriate tools. 利用适当的工具计算时间

1.6.6 record the time measured in Metric system 利用公制计算时间

1.7.1 Choose and use the appropriate tools to measure the volumes of liquids and masses of the ingredients in a recipe.选用适合 的工具来测量食谱的配料中的液 体体积和质量。

1.7.2 give reasons for any

Pupils discuss to choose and use appropriate tools and units to measure time.学生讨论选用适当的工具和单位来计算时间Pupils measure the time taken to carry out certain activities using the correct tools and appropriate units. 学生进行活动利用适当的工具和单位来计算时间Pupils record the measurement in appropriate standard unit in a graphic organiser.学生以图表记录所测量的资料

Pupils are shown a piece of play dough made earlier by teacher and ask to prepare their own play dough using the given recipe. 学生观察老师所做的一块面粉团，然后利用所给的食谱做出有关面粉团。Based on the given recipe ,pupils discuss what tools to use for measuring the ingredients and how to measure. 根据有关食谱，学生讨论选用何种工具及如何测量有关材料。Pupils make the play dough by measuring the ingredients using the measuring tools and units that they have chosen. 学生以他们已选用的用具和单位来测量制造面粉团的材料。Pupils feel the texture of the dough and give reasons for any difference in their dough as compared to the play dough prepared by teacher. 学生感觉面粉团的质地并与老师所制作的面粉团比较，说出其不同的原因

Pupils conclude that standard units are needed for accuracy and consistency. 学生总结需要用标准的测量单位以便可准确及一致地测量。

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differences in the dough prepared by pupils using the given recipe 根据以同样食谱所制成面粉团的质地不同，提出原因

1.7.3 conclude the need for using metric System 总结使用标准的 测量单位的需要

C Investigating Materials 探讨材料世界Week周次

LEARNING OBJECTIVES

学习技能

LEARNING OUTCOMES学习成果

SUGGESTED LEARNING ACTIVITIES教学建议

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1.Properties of materials 材料的物理特性1.1 Understanding the properties of materials 了解材料的物理特性

1.1.1 classify objects into groups according to the materials they are made of.

根据物体的制作材料分类

1.1.2 identify material that conduct electricity.鉴定会导电的材料1.1.3 identify material that conduct heat. 鉴定会传热的材料1.1.4 identify materials that float on water. 鉴定会浮在水面的材料1.1.5 identify materials that absorb water.鉴定会吸水的材料1.1.6 identify materials that can be

Pupils are given various objects made of wood, plastic, metal, glass or rubber and group them according to the materials they are made of. 给予学生以各种材料( 木、塑料、金属、玻璃和橡胶 )制成的物体并把它们根据材料分类。

Pupils test objects made of wood, plastic, metal, glass or rubber to find out if they: 学生测试用木、塑料、金属、玻璃和橡胶制成的物体以找出它们是否：a. conduct electricity 会传电/有导电能力b. conduct heat 会传热/能导热c. float on water 会浮在水面/有浮力d. absorb water 会吸水/有吸水能力e. can be stretched 可被拉长/ 有弹性f. allow light to pass through 让光线透过Pupils record their finding in a graphic organiser.学生以图表记录所获得的资料

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1.2 Applying the knowledge of materials in life 将对材料的物理特性 的知识应用在日常生活

1.3 Synthesising the knowledge about uses of materials based on their

stretched.鉴定有弹性的材料1.1.7 identify materials that allow light to pass through. 鉴定可让光线透过的材料

1.1.8 state what a conductor is. 说明什么是导体1.1.9 state what an insulator is. 说明什么是绝缘体1.1.10 conclude that a good conductor of heat is also a good conductor of electricity 作出结论：好的导 热体也是好的导电体

1.1.11 classify materials based on their abilities to allow light to pass through.根据材料可让光 线透过的能力来分类1.1.12 state what a transparent materials is.

鉴定什么是透明体1.1.13 state what a translucent materials is

鉴定什么是半透明体1.1.14 state what an opaque materials is.鉴定什么是不透明体

1.2.1 suggest ways to keep

Discuss what conductor and insulator are.讨论什么是导电体及绝缘体。Based on the graphic organiser, pupils conclude that a good heat conductor is also a good electric conductor.根据以上图表，学生可作结论：好的导热体也是好的导电体

Pupils carry out activities to test different materials such as glass, wood, rubber, metal and plastic to find out their abilities to allow light to pass through.学生进行实验以测试不同的材料，如：木、塑料、金属、玻璃和橡胶是否可让光线透过。Based on the above activities, pupils classify materials into 3 categories, i.e. : 根据以上的活动，学生可把材料归为三类：a. transparent material that allows most light to pass through. 透明体可让最多光线透过。b. translucent material that allows some light to pass through 半透明体可让一部分光线透过。c. opaque material that does not allow any light to pass through 不透明体不能让光线透过。Pupils study and discuss the uses of transparent, translucent and opaque materials. 学生探究和讨论透明体、半透明体和不透明体的用处。

Pupils observe models or view video to see the structure of a polystyrene container or thermos flask to understand how they work.学生观察模型或录像片以了解一个塑料容器和保温瓶的结构及如何操作

Pupils discuss and suggest ways to keeps things cold, e.g.keeping cold drinks for picnic.学生讨论并建议如何使物体保持低温，如：使在野餐时的冷饮保

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properties 根据特性，综合各种 材料的用处

1.4Knowing the importance of reuse, reduce and recycle of materials.

明白材料再使用，减 少使用及再循环的重 要性

1.5Understanding that some materials can rust.明白一些材料会生锈

things cold.提议如何使物体保持低温1.2.2 suggest ways to keep things hot. 提议如何使物体保温

1.2.3 design an effective way to keep things hot or to keep things cold.设计出一种可有效地使物体保持低温

或保温的方法

1.3.1 list objects and the materials that they are made of.

列出物体的名称及制作材料1.3.2 give reasons why particular

materials are used to make an object.说出为什么使用特定的材料来制作某些物体的原因。

1.3.3 state that materials are chosen to make an object based on their properties.说明根据材料的物理特

性而制作某些物体1.3.4 design an object for a specific purpose and give reasons why certain materials are used to make it.设计一种拥有特别用途的 物体并说出为何选用某些材料来 制作该物体的原因

持低温。

Pupils discuss and suggest ways to keeps things hot, e.g.keeping hot drinks or food for picnic. 学生讨论并建议如何使物体保温，如：使在野餐时的食物或饮料保温。Pupils carry out activities to test their suggestions.学生进行活动以测试他们的建议Pupils discuss to conclude the best way to keep things hot or to keep things cool.学生讨论并总结出最佳的保温或保持低温的方法

Pupils study objects and list the materials that these objects are made of. 学生研究物体和列出制作该物体的材料

Pupils suggest reasons why the materials are used to make the objects. 学生说出为什么使用特定的材料来制作某些物体的原因。

Pupils discuss that different materials have different properties which are taken into consideration when choosing materials to make an object e.g. metal and glass are used to make a pair of glasses.学生讨论有关不同的材料有不同的物理特性而这些特性在制作某些物体时都会被考虑：金属和玻璃被用来制作一副眼镜。Pupils design an object for a specific purpose using the materials of their choice and justify why they choose the materials. 学生用他们所选的材料设计一种拥有特别用途的物体并说出为何他们选用某些材料来制作该物体。

Pupils observe and classify objects around them into :学生观察并将周围的物体归类成：a. object made of natural materials i.e. wood, soil, metal, leather cotton,

fur, rubber and silk.使用天然材料制成的物体，如：木材、土壤，金属、皮革、棉花、毛、橡胶及丝绸。

b. objects made of man-made materials e.g. plastic and synthetic cloth.

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1.6Understanding that rusting can be prevented

明白生锈是可防止的

1.4.1 give examples of natural materials举例说出一些天然资源1.4.2 give examples of man-made materials举例说出一些人造资源1.4.3 state that man-made materials

come from natural materials.

说明人造资源是由天然资源加工 后制成的。

1.4.4 give reason why materials need

to be conserve. 说出需要保存资源的原因。

1.4.5 practise reusing, reducing and

recycling to conserve materials

全年实行再使用、减少使用及再 循环以保存各种资源

1.5.1 differentiate between a rusty object and a non-rust object.

分辨生锈及没生锈的物体的不同处1.5.2 identify objects that can rust.

鉴定会生锈的物体1.5.3 conclude that objects made from iron can rust 总结铁制品会生锈

使用人造材料制成的物体，如：塑料及人造纤维Pupils discuss that man-made materials come from natural materials.学生讨论人造资源是由天然资源加工后制成的。Pupils conclude that we need to conserve materials because man-made materials and natural materials are limited and may be used up if there is no effort to conserve them 学生作出总结我们必须保存资源因为人造资源及天然资源是有限的，而且会有用尽的一天，如果我们没有尽力保存Pupils carry out activities about reusing, reducing and recycling of materials throughout the year.学生常年实行再使用、减少使用及再循环的活动

Pupils observe a rusty nail and a nail without rust and tell the differences.学生观察一枚生锈的铁钉和一枚没生锈的铁钉，并说出不同点Pupils observe objects around the school and classify objects as :学生观察学校周围的物体并归类为： a. rusty, 生锈的物体 b. non-rusty 没生锈的物体Pupils discuss to conclude that objects made of iron can rust.学生讨论并总结：铁制品会生锈。Pupils carry out activities to investigate factors that cause rusting i.e. presence of air and water.学生进行活动以探究导致铁生锈的原因。

Pupils observe objects around the school compound and suggest different ways to prevent rusting.学生观察学校周围的物体并提议各种防止生锈的方法

Pupils discuss and conclude that rusting can be avoided by preventing iron from coming into contact with air and water by coating iron with paint, oil, grease or non-rusting materials.学生讨论并总结生锈是可以避免的。

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1.5.4 design a fair test to find out what factors cause rusting by deciding what to change, what to observe and what to keep the same.设计一个实验以找出导致 生锈的原因并决定要改变的物体 要观察的物体及没改变的物体1.5.5 carry out the test and

record the observations 进行实验并记录观察结果

1.6.1 state the different ways to prevent objects from rusting. 鉴定不同的方法来防止物体生锈1.6.2 explain how these ways can prevent rusting. 解释为何这些方法可以防止生锈1.6.3 explain why it is necessary to prevent rusting. 解释为什么需要防止生锈

如果要防止生锈，就得避免让铁接触水和空气。Pupils discuss the advantages of preventing rusting.学生讨论防止生锈的好处

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D Investigating The Earth and The Universe 探讨地球和宇宙Week 周次

LEARNING OBJECTIVES

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LEARNING OUTCOMES学习成果

SUGGESTED LEARNING ACTIVITIES教学建议

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1. The Solar System 太阳系1.1 Understanding the Solar System 认识太阳系

1.2 Understanding the relative size and distance between the Earth, the Moon and the Sun了解地球、月球和太阳相对的体积及之间的距离

1.3 Appreciating the Perfect placement of the planet Earth in the

1.1.1 list the constituents of the Solar System.

列出太阳系的成员1.1.2 list the planets in the Solar

System in a sequence. 顺序列出太阳系的行星。

1.1.3 State that planets move around

the Sun.说明所有的行星都围绕 太阳运转。

1.2.1 state the size of the Sun relative to the size of the Earth. 比较太阳和地球的体积

1.2.2 State the size of the Earth relative to the size of the Moon 比较地球的体积和月球的体积

1.2.3 State the relative distance from the Earth to the Sun compared to the relative distance from the Earth to the Moon 比较地球至太阳的距离和地球至月

Pupils study a model or view simulation of the Solar System.学生利用模型或进行模拟活动来研究太阳系。Pupils discuss the constituents of the Solar System 学生讨论太阳系的成员Pupils simulate to demonstrate the relative distance of the planets in the Solar system. 学生进行模拟活动以比较各行星在太阳系里的距离。

Pupils discuss that all the planets in the Solar System move around the Sun.学生讨论所有的行星都围绕太阳运转。

Pupils compare the size of a sago, a glass marble and a basket ball to show the relative size of the Moon, Earth and Sun.学生比较硕莪粒、玻璃弹珠和篮球的体积来反映月球、地球和太阳的体积。

Pupils discuss to estimate how many times the Sun is bigger than the Earth and how many times the Earth is bigger than the Moon.学生讨论以预测太阳比地球大多少倍，而地球又比月球大多少倍。

Pupils gather information to estimate how for the Sun is from the Earth relative to the distance of the Moon from the Earth.学生收集资料以比较太阳至地球的距离和地球至月球的距离。Pupils discuss and conclude that the distance from the Earth to the Sun is 400 time the Distance from the Earth to the Moon.学生讨论及作出结论：从地球至太阳的距离是从地球至月球的距离的 400 倍。Pupils simulate/build model to show the relative size and the distance of the Sun and the Moon from the Earth.学生利用模型进行模拟活动以比较地球、月球和太阳的体积及之间的距离。

Pupils gather information about planets in the Solar System.

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Solar System 感谢地球在太阳系的位置适中

球的距离。

1.3.1 State why certain planets are not conducive for living things.

说明为什么一些行星是不适合生物的 1.3.2 predict what will happen if

the Earth is placed much nearer or farther from the Sun.预测如果地球的位置比较接近或比较远离太阳，将会发生什么事？

1.3.3 conclude that the Earth is the only planet in the Solar System that has living things.

总结在太阳系中，地球是唯一有 生物的行星

学生收集有关在太阳系里行星的资料。Pupils discuss how the distance of a planet from the Sun affects how hot or cold it is.学生讨论行星与太阳的距离如何影响行星的气温。Pupils discuss to relate how hot or cold a planet is to its ability to support life.学生讨论一个行星气温的高低与它维持生命的能力是有关系的Pupils discuss to predict what will happen if the Earth is placed much nearer or farther from the Sun. 学生讨论以预测如果地球的位置比较接近或比较远离太阳，将会发生什么事？Pupils discuss other factors that affect a planet’s ability to support lives e.g. absence of water and absence of air.学生讨论会影响一个行星维持生命的其他条件，如：a.缺乏水 b.缺乏空气

E Investigating Technology 探讨工艺世界Week 周次

LEARNING OBJECTIVES

学习技能

LEARNING OUTCOMES学习成果

SUGGESTED LEARNING ACTIVITIES教学建议

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1.Technology 工艺1.1 Understanding the Importance of technology in

1.1.1 state that there are limitations to human’s abilities to do things.

说明人类做事的能力是有极限的。

Pupils test their abilities e.g. 学生实验他们的能力，如；a.try to memorise a telephone number and then try to memorise another 5 telephone numbers without writing them down.试记一个电话号码后，又再记五个电话号码，不可作记录。

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everyday life.明白工艺在日常生活中的重要性

1.2 Understanding the development of technology 明白工艺的进展

1.3 Synthesising how technology can be used to solve problems 综合工艺如何帮助解决问题

1.1.2 identify devices used to overcome human’s limitations

认同应用工具克服人类的极限。

1.1.3 explain how certain devices are used to overcome human’s limitation 解释如何应用一些工具 来克服人类 的极限。

1.2.1 give examples of development of technology.举出各种工艺进展的例子。

1.2.2 recognize the needs to innovate or invent devices for the betterment of mankind.认识改善人类生活需要作出创新或发明新工具。

1.3.1 identify problems they encounter in their daily life

b.try to jump as high as possible and touch the ceiling.试尽力地跳高及触摸天 花板。b. try to read the same writing from different distances.试以不同的距离读同样的字体。

Pupils discuss the limit of their abilities.学生讨论他们的能力极限Pupils view video to see how technology is used to overcome human’s limitations.学生观看录像片：如何应用工艺克服人类的极限。

Pupils discuss and give other examples of human’s limitations and ways to overcome them e.g.学生讨论和举出其他人类的极限及克服的方法，如：a. unable to see the fine details on an object. This can be overcome by using magnifying glass or microscope

不能看到物体上微细的部分可以用放大镜或显微镜克服。b. unable to speak loud enough for someone far away to hear. This can be overcome by using microphone, megaphone or telephone.

不能让远方的人听到说话声，可以用麦克风，扩音器或电话克服。c. unable to walk for long distance. This can be overcome by riding a

bicycle or traveling by car, train, ship or aeroplane

不能走太远的路途，可以骑自行车或乘搭汽车、火车、船或飞机来克服。

Pupils gather information and create folio about the development of technology in the fields of :学生收集资料及制作有关各领域的工艺进展a. communication 通讯 b. transportation 运输c. agriculture 农业 d. construction 建筑业e.g in communication the development of technology from smoke signal to drum, telephone , walkie-talkie, cell phone and teleconferencing.例子：通讯工艺的进展是从狼烟到战鼓、电话、无线电话、手提电话或电信会议

Pupils give reasons on the needs to innovate or invent devices for the betterment of mankind.学生举出原因说明改善人类生活需要作出创新或发明新工具。

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1.4 Analysing that technology can benefit mankind if used wisely.分析适当地应用工艺可为人类带来好处

辨认日常生活所遭遇的难题。1.3.2 generate ideas to solve the problem identified.

产生解决难题的概念1.3.3 design a device to solve the problem identified.设计一种工具 以解决已被鉴定的难题1.3.2 demonstrate how the device

invented can be used to solve the problem identified.

示范如何应用发明的工具来解决 问题。

1.4.1 state that technology has advantages and disadvantages. 说明工艺带来的好处和坏处。

1.4.2 conclude that technology can benefit mankind if used wisely

推论如果适当地应用工艺可为人类 带来利益。

Pupils discuss and list the problems that they encounter in everyday life. 学生讨论和列出日常生活所遭遇的难题。Pupils carry out brainstorming session on how to solve the problems identified.学生进行脑力激荡法：如何解决被鉴定的难题。

Pupils design and make devices to solve the problems identified. 学生设计和制作工具以解决被鉴定的难题。Pupils present their innovations to the class学生呈献他们革新的方法

Pupils discuss and list the advantages and disadvantages of technology to mankind.学生讨论和列出工艺为人类带来的好处和坏处。

Pupils hold debates on topics related to technology.学生针对工艺课题进行辩论。Pupils make a conclusion from the debate that technology can benefit mankind if used wisely. 学生从辩论中作出结论：如果适当地应用工艺可为人类带来好处。

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