280. PRACTICE  280.实践

HANDS-ON 动手实践

Table of Contents 目录

How to Use This Resource
如何使用本资料

Unit Structure Overview 单位结构概述

Week 1: STEAM Content 第 1 周STEAM 内容

Week 2: STEAM Challenge 第 2 周STEAM 挑战

Week 3: STEAM Challenge Improvement
第 3 周STEAM 挑战改进

How to Use This Resource (cont.)
如何使用本资源（续）

Pacing Options 节奏选项

Option 1 方案 1

Option 2 方案 2

How to Use This Resource (cont)
如何使用本资源（续）

Teaching Support Pages 教学支持页面

Materials 材料

Introduction 导言

How to Use This Resource (cont)
如何使用本资源（续）

Student Pages 学生页

How to Use This Resource (cont)
如何使用本资源（续）

Student Pages (cont.) 学生页（续）

Quick Tip! 快速提示！

How to Use This Resource '(cont)
如何使用本资源'（续）

Assessment Options 评估方案

Progress Monitoring 进度监测

• Week 1 activities provide opportunities for students to answer multiple-choice and short-answer questions related to the content. Answer keys for these pages are provided in the Teaching Support pages.
  第 1 周的活动为学生提供了回答与教学内容相关的选择题和简答题的机会。教学支持页面中提供了这些页面的答案。

• Week 2 Day 3: Plan and Design is when students sketch their first designs. This is a great opportunity to assess how well students understand the STEAM challenge and what they plan to create. These should be reviewed before moving on to the Build and Create stages of the STEAM Challenges.
  第 2 周 第 3 天：计划和设计 学生将绘制他们的首个设计草图。这是一个很好的机会来评估学生对 STEAM 挑战的理解程度以及他们计划创造的东西。在进入 "STEAM 挑战 "的 "构建 "和 "创造 "阶段之前，应先审查这些内容。

Summative Assessment 总结性评估

Standards Correlations 标准相关性

Standards Overview 标准概述

Next Generation Science Standards
下一代科学标准

TESOL and WIDA Standards TESOL 和 WIDA 标准

Standards Correlations (cont)
标准相关性（续）

Objects in Motion Teaching Support
《运动中的物体》教学支持

Overview of Unit Activities
单位活动概述

• studying pictures or speed and direction, and answering questions
  学习图片或速度和方向，并回答问题
• predicting how objects will move
  预测物体如何移动
• experimenting with collisions using toy cars
  用玩具车进行碰撞实验
• acting out situations where objects collide
  表演物体碰撞的情景
• tallying the results of collisions
  统计碰撞结果
• creating wrecking-balls to knock over markers
  制造撞倒标记的破坏球

Materials Per Group 每组材料

• toy cars (2) 玩具车 (2)

• basic school supplies 基本学习用品
• building blocks (5-10) 砌块（5-10）
• foil 铝箔
• paper towel tubes (4-6) 纸巾筒（4-6）
• plastic and/or paper cups (5-10)
  塑料杯和/或纸杯（5-10 个）
• small, round fruit, such as an apple or orange (1)
  小圆果，如苹果或橙子 (1)
• straws (5-10) 吸管（5-10根）
• string (1+ yards, I+ meters)
  字符串（1+码，I+米）

Setup and Instructional Tips
设置和教学提示

• Week 1 Day 3: Give students a variety of toy cars (or other small objects that roll) to experiment with. Ideally, cars will vary in size and weight.
  第 1 周 第 3 天：给学生各种玩具车（或其他会滚动的小物件），让他们做实验。汽车的大小和重量最好各不相同。
• Week 2 Day 1: Read this challenge introduction to students. “Sometimes, people knock down buildings. They use machines called wrecking balls. Each machine has a heavy ball on a chain. The ball swings. It crashes into a building. The building falls down. It is easier than taking it down brick by brick.” Explain the challenge, the criteria, and the constraint.
  第 2 周第 1 天：为学生朗读挑战介绍。"有时，人们会推倒建筑物。他们使用的机器叫做破坏球。每台机器都有一个链条上的重球。球会摆动。它撞向建筑物。大楼就倒塌了这比一砖一瓦地推倒要容易得多"。解释挑战、标准和限制。

Discussion Questions 讨论问题

• What are different ways objects move?
  物体移动的方式有哪些？
• When are collisions bad? 什么时候碰撞是坏事？
• What are examples of collisions in
  碰撞的例子有哪些？
• Why do some builders use wrecking balls? everyday life?
  为什么有些建筑工人会在日常生活中使用破坏球？
• When are collisions helpful?
  碰撞什么时候有用？

Unit 1: Objects in Motion
第 1 单元： 运动中的物体

Additional Notes 附加说明

• Possible Misconception: The force exerted on an object must be visible. Truth: Some forces (gravity, wind, magnetism) cannot be seen.
  可能的误解：施加在物体上的力必须是可见的。真相：有些力（重力、风力、磁力）是看不见的。
• Possible Misconception: The weight of a ball on a pendulum will affect how long it takes for it to swing back and forth.
  可能的误解：摆上小球的重量会影响它来回摆动的时间。
  Truth: Since gravitational pull remains the same, the time it takes to swing will remain the same.
  真相：因为引力不变，所以摆动的时间也不变。

• Possible Design Solutions: Students may build crane-shaped pendulums or ones like swing sets.
  可能的设计方案：学生可以制作起重机形状的摆锤或类似秋千的摆锤。
  dys 失调

Scaffolding and Extension Suggestions
脚手架和扩展建议

• Support students in understanding how a push in one direction can cause a ball to move (Week 1 Day 2) by giving students balls to experiment with.
  通过给学生提供球做实验，帮助学生理解向一个方向用力如何能使球移动（第 1 周第 2 天）。
• Support the setup on testing days by creating a template on paper showing how to place the six markers in a triangle pattern, like the setup of bowling pins.
  通过在纸上制作一个模板，说明如何将六个标记放置成三角形，就像保龄球瓶的设置一样，为测试日的设置提供支持。
• Challenge students by encouraging them to change the size or weight of the fruits they are using to see how it affects their wrecking balls.
  鼓励学生改变他们使用的水果的大小或重量，看看这对他们的破坏球有什么影响，以此来挑战他们。

Answer Key 答案要点

Week 1 Day 1 第 1 周 第 1 天

Week 1 Day 2 第 1 周 第 2 天

Week 1 Day 4 第 1 周 第 4 天

Week 1 Day 5 第 1 周 第 5 天

speed 速度
direction 方向
left 左侧
slow 慢
quick 快
right 对
straight 直截了当的
fas $†$$†$†\dagger
stopped 停止
speed 速度

形

Unit 1: Objects in Motion
第 1 单元： 运动中的物体

When objects bump into each other, they collide. They can change speed. They can change direction.
当物体相互碰撞时，它们就会相撞。它们会改变速度。它们可以改变方向。

My Car Collision Observations
我的汽车碰撞观察

Name: $$$$qquad\qquad Date: $$$$qquad\qquad
名称： $$$$qquad\qquad 日期： $$$$qquad\qquad
Directions: Your friend kicked a ball at recess. Each arrow shows a direction they kicked it. Cross off one arrow. Tally it on the chart. Do this for each arrow.
指导：你的朋友在课间休息时踢了一个球。每个箭头表示他们踢球的方向。划掉一个箭头。在图表上记下来。每个箭头都要这样做。
Circle the side with more tally marks.
圈出有更多标记的一边。

Wrecking Ball Research 清障车研究

1. Do you want your pendulum to be short or long?
   您希望摆锤短还是长？

2. Why? Tell a partner. 为什么？告诉同伴

Think About It! 想一想

What would happen if the string were too long?
如果绳子太长会怎么样？

$◻$$◻$◻\square Look at your design sketch.
$◻$$◻$◻\square 看看你的设计草图。
$◻$$◻$◻\square Gather the materials you need.
$◻$$◻$◻\square 收集所需材料。
$◻$$◻$◻\square Build a frame for your wrecking ball. Make it sturdy.
$◻$$◻$◻\square 为你的破坏球搭建一个框架。让它坚固耐用。
$◻$$◻$◻\square Cut and attach your string.
$◻$$◻$◻\square 剪断并穿上绳子。
$◻$$◻$◻\square Attach the fruit.
$◻$$◻$◻\square 挂上水果。
$◻$$◻$◻\square Check that all parts are glued or taped well.
$◻$$◻$◻\square 检查所有部件是否粘好或用胶带粘好。
$◻$$◻$◻\square Swing your fruit a few times. Make sure it works the way you want it to.
$◻$$◻$◻\square 摆动你的水果几次。确保它能按你想要的方式工作。

Unit 1: Objects in Motion
第 1 单元： 运动中的物体

1. Look back at your tests. Circle the highest number of markers you knocked down in one test.
   回顾一下你的测试。圈出你在一次测试中击倒的最高标记数。
   0
   1
   2
   3
   4
   5
   6
2. Draw two wrecking balls you saw from other groups. Put a checkmark by your favorite.
   画出你从其他小组看到的两个破坏球。在你最喜欢的旁边打勾。

Try This! 试试这个

1. Will you change the 你会改变
   yes 是
   no type of fruit you used?
   没有使用哪种水果？
2. Will you change yes 你会改变吗？
   no the frame of your wrecking ball?
   你的破坏球没有框架吗？
3. Will you change the 你会改变
   yes 是
   no length of your string?
   字符串没有长度？
4. Will you change or 你会改变还是
   yes 是
   no add materials? 没有添加材料？

Talk About It! 谈谈吧

Properties of Matter Teaching Support
《物质的性质》教学支持

Overview of Unit Activities
单位活动概述

• learning about the properties of matter and answering questions
  了解物质的特性并回答问题
• solving riddles about objects based on their properties
  根据物体的特性猜谜语
• searching for objects with certain properties
  搜索具有特定属性的对象
• changing the properties of paper
  改变纸张特性
• studying a chart of towers around the world
  研究世界各地的塔楼图
• building towers as tall as possible
  建楼越高越好

Materials Per Group 每组材料

Week 1 第一周

• basic school supplies 基本学习用品

• buttons (8) 按钮 (8)
• modeling clay (homemade option: 1 part baby lotion to two parts cornstarch)
  模型粘土（自制方案：1 份婴儿润肤露兑 2 份玉米淀粉）
• straws, cut into thirds (5)
  吸管，切成三份（5根）

Setup and Instructional Tips
设置和教学提示

• Week 1 Day 4: Give students construction paper and scissors. Review the properties of matter they can change (shape, size, texture).
  第 1 周 第 4 天：给学生提供建筑纸和剪刀。复习他们可以改变的物质属性（形状、大小、质地）。
• Week 2 Day 1: Read this challenge introduction to students. “There are many famous towers around the world. All of them are taller than they are wide. Towers are made from different objects and materials. You will make your tower out of buttons and modeling cla Make it as tall as you can.” Explain the challenge, the criteria, and the constraint.
  第 2 周第 1 天：为学生朗读挑战介绍。"世界上有许多著名的高塔。所有这些塔都比它们的宽度高。塔由不同的物体和材料制成。你们将用纽扣和造型cla来制作自己的塔，尽可能把它做得更高。解释挑战、标准和限制。
• Week 2 Day 4: Give students buttons and modeling clay (no straws).
  第 2 周 第 4 天： 给学生纽扣和模型粘土（不要吸管）。
• Week 3 Day 2: Tell students that for their redesign they will also be able to use short straw
  第 3 周 第 2 天：告诉学生，在重新设计时，他们还可以使用短吸管
• Testing Days: If using metric measurements, you may wish to recreate the charts on page 45 and 49 to include higher values.
  测试日：如果使用公制测量方法，您可能需要重新制作第 45 页和第 49 页的图表，以包含更高的数值。

Discussion Questions 讨论问题

• What are some physical characteristics you can measure?
  您可以测量哪些物理特征？
• How can things change over time?
  随着时间的推移，事物会发生怎样的变化？
• Look at a picture of a city skyline. What towers can you find?
  看一张城市天际线的图片。你能找到哪些塔楼？
• Where do you see towers at school or home?
  您在学校或家里的哪些地方看到过塔？

Additional Notes 附加说明

• Possible Misconception: All physical changes are irreversible.
  可能存在的误解：所有物理变化都是不可逆的。

• Possible Design Solutions: Students may shape the modeling clay into balls or disks; students may lay the buttons on their sides or stand them upright.
  可能的设计方案：学生可将模型粘土捏成球状或盘状；学生可将纽扣侧放或竖立起来。
• Materials: Unless covered in plastic or placed in plastic bags, the modeling clay will harden overnight. Depending on your pacing plan, you may need to consider safely storing students’ towers so that they do not harden and break.
  材料除非用塑料覆盖或放在塑料袋中，否则模型粘土会在一夜之间变硬。根据你的进度计划，你可能需要考虑安全存放学生的塔，以免它们变硬或破裂。

Scaffolding and Extension Suggestions
脚手架和扩展建议

• Support students with building tall towers by discussing how to maximize the materials (i.e., placing the buttons vertically rather than stacking them.)
  通过讨论如何最大限度地利用材料（即垂直放置纽扣而不是堆叠纽扣），帮助学生搭建高塔。
• Challenge students by encouraging them to discuss the crosscutting concept of stability and change by observing the changes over time to the tower materials. Ask, “How did the clay change? Have the buttons changed? Would this affect how you build your tower if you wanted it to last one hour? One day? One week?”
  通过观察塔材料随时间的变化，鼓励学生讨论 "稳定性和变化 "这一交叉概念，从而向学生提出挑战。提问："粘土发生了什么变化？纽扣有变化吗？如果你想让塔持续一小时，这会影响你的建塔方式吗？一天？一周？

Answer Key 答案要点

1. A
2. $A$$A$AA

Week 1 Day 2 第 1 周 第 2 天

1. a wall 一堵墙
2. a coin 硬币

1. 6
2. $A$$A$AA

Weeks 2 & 3 第 2 和第 3 周

Week 周数

Unit 2: Properties of Matter
第 2 单元： 物质的性质

It is made of metal.
它由金属制成。

1. What is a spoon made of?
   勺子是用什么做的？
   (A) metal (A) 金属
   (B) rubber (B) 橡胶
2. Which object is made of rubber?
   哪个物体是用橡胶制成的？
   

   

1. I am red and big. What am I?
   我又红又大。我是什么？

2. I am small and a circle shape. What am I?
2.我很小，是个圆形。我是什么？

Name: 名称：

Towers Around the World 世界各地的塔楼
Region 地区	北美 North America North America| North | | :--- | | America |	Europe 欧洲	Australia 澳大利亚	南美洲 South America South America| South | | :--- | | America |
Tower 塔楼
Material 材料	concrete 混凝土	wood 木材	stone 石材	steel 钢铁

Towers Around the World Region "North America" Europe Australia "South America" Tower https://cdn.mathpix.com/cropped/2024_09_13_d41bb25e70be4f1fadfbg-034.jpg?height=617&width=295&top_left_y=1127&top_left_x=587 https://cdn.mathpix.com/cropped/2024_09_13_d41bb25e70be4f1fadfbg-034.jpg?height=622&width=316&top_left_y=1122&top_left_x=887 https://cdn.mathpix.com/cropped/2024_09_13_d41bb25e70be4f1fadfbg-034.jpg?height=616&width=327&top_left_y=1122&top_left_x=1202 https://cdn.mathpix.com/cropped/2024_09_13_d41bb25e70be4f1fadfbg-034.jpg?height=579&width=343&top_left_y=1159&top_left_x=1523 Material concrete wood stone steel| Towers Around the World | | | | | | :---: | :---: | :---: | :---: | :---: | | Region | North <br> America | Europe | Australia | South <br> America | | Tower |  |  |  |  | | Material | concrete | wood | stone | steel |

1. Where is the tower made of wood?
   木塔在哪里？
   (A) North America (A) 北美洲
   (B) Europe (B) 欧洲
2. Towers are very $$$$qquad\qquad .
   塔楼非常 $$$$qquad\qquad 。
   (A) tall (A) 高
   (B) wide (B) 宽

The Challenge 挑战

• Criteria-Your tower must stay standing.
  标准--你的塔必须屹立不倒。
• Constraint-Use 8 buttons and clay.
  限制--使用 8 个按钮和粘土。

1. Which tower shape do you want to build?
   您想建造哪种形状的塔？

Tower Parts 塔部件

$◻$$◻$◻\square Look at your design sketch.
$◻$$◻$◻\square 看看你的设计草图。
$◻$$◻$◻\square Gather the materials: 8 buttons and some modeling clay.
$◻$$◻$◻\square 收集材料：8 枚纽扣和一些模型粘土。

Think About It! 想一想

1. Which tower is the tallest?
   哪座塔最高？

1. Were you happy with the height of your tower?
   您对塔的高度满意吗？
   

   

2. Draw two tower designs that you saw from other groups. Put a checkmark by the tallest one.
   画出你从其他小组看到的两个塔设计。在最高的塔上打勾。
   $◻$$◻$◻\square Design 1  $◻$$◻$◻\square 设计 1
   $◻$$◻$◻\square Design 2  $◻$$◻$◻\square 设计 2

Talk About lt! 谈谈 LT！

Tower Parts 塔部件

Think About It? 考虑一下？

$◻$$◻$◻\square Look at your design sketch.
$◻$$◻$◻\square 看看你的设计草图。
$◻$$◻$◻\square Gather the materials: 8 buttons, 5 straws, and some modeling clay.
$◻$$◻$◻\square 收集材料：8 个纽扣、5 根吸管和一些模型粘土。
$◻$$◻$◻\square Build the tallest tower you can.
$◻$$◻$◻\square 尽可能建造最高的塔楼。
$◻$$◻$◻\square Check to make sure you built a tower. Is it taller than it is wide?
$◻$$◻$◻\square 检查并确保你建造了一座塔。它的高度是否大于宽度？
$◻$$◻$◻\square Gently push your tower to make sure it is stable.
$◻$$◻$◻\square 轻轻推动塔架，确保其稳定。

1. Is your second tower taller than it is wide?
   你的第二座塔楼比它的宽度高吗？
   yes no 是 否
2. Which tower is taller? 哪座塔更高？

Talk About It! 谈谈吧

Pushes and Pulls Teaching Support
推拉式教学支持

Overview of Unit Activities
单位活动概述

• studying pictures of pushes and pulls and answering questions
  学习推拉图片并回答问题
• drawing examples of pushes and pulls around them
  画出周围推力和拉力的例子
• experimenting with using air to push and pull paper
  实验用空气推拉纸张
• drawing designs for sails
  绘制帆图
• graphing pushes and pulls
  图解推力和拉力
• creating sails for wind-powered cars
  为风力汽车制造风帆

Materials Per Group 每组材料

Week 1 第一周

• paper 纸张
• straws 吸管

• basic student materials 基本学生材料
• construction paper (2+ pieces)
  建筑纸（2 张以上）
• craft sticks (10+) 手工棒 (10+)
• electric fan (1) 电扇 (1)
• felt and other fabric pieces (5)
  毛毡和其他布块 (5)
• foil (10" x 10", $25\mathrm{cm}\times 25\mathrm{cm}$$25\mathrm{cm}\times 25\mathrm{cm}$25cmxx25cm25 \mathrm{~cm} \times 25 \mathrm{~cm} )
  铝箔（10 英寸 x 10 英寸， $25\mathrm{cm}\times 25\mathrm{cm}$$25\mathrm{cm}\times 25\mathrm{cm}$25cmxx25cm25 \mathrm{~cm} \times 25 \mathrm{~cm} )
• prebuilt car bases (See Digital Resources for step-by-step instructions.)
  预制汽车底座（分步说明请参见 "数字资源"）。
• ruler or yardstick (1) 尺子 (1)
• tissue paper (2-3 sheets)
  纸巾（2-3 张）

Setup and Instructional Tips
设置和教学提示

• Week 1 Day 3: Give each student a small piece of paper. Have them ball it up. Then, students can play with blowing and sucking air through straws to push and pull the paper balls.
  第 1 周 第 3 天：给每个学生一张小纸片。让他们把纸团起来。然后，让学生玩用吸管吹气和吸气来推动和拉动纸团的游戏。
• Week 2 Day 1: Read this challenge introduction to students. “Most cars need gas to run. It takes money to put gas in cars. Wind is free and will never run out. Your challenge is to make a toy car that uses wind to move. The base of the car is ready. You must make a sail to go on the car.” Explain the challenge, the criteria, and the constraint.
  第 2 周 第 1 天：为学生朗读挑战介绍。"大多数汽车需要汽油才能行驶。给汽车加油需要钱。风是免费的，永远不会用完。你们的挑战是制作一辆利用风力行驶的玩具车。汽车的底座已经准备好了。你们必须做一个风帆装在车上"。解释挑战、标准和限制。
• Testing Days: Set a fan just behind a starting line. Test multiple car designs at a time, depending on fan size. Turn on the fan, and see how far each car will go until it stops. Place a ruler or yardstick on the floor so students can observe and record distances traveled.
  测试日：在起跑线后设置一个风扇。根据风扇大小，一次测试多辆赛车的设计。打开风扇，看看每辆车能跑多远，直到停下来。在地板上放一把尺子或码尺，以便学生观察和记录行驶的距离。
• Testing Days: If using metric measurements, you may wish to recreate the charts on pages 62 and 66 to include higher values.
  测试日：如果使用公制测量方法，您可能需要重新绘制第 62 页和第 66 页的图表，以包含更高的数值。
• Safety Note: Keep students away from the fan blades and power source.
  安全提示：让学生远离风扇叶片和电源。

Unit 3: Pushes and Pulls
第 3 单元：推和拉

Discussion Questions 讨论问题

• How can we make objects move?
  如何让物体移动？
• Where do you see pushes and pulls at school and home?
  在学校和家里，您在哪些地方看到了 "推 "和 "拉"？
• How can wind make things move?
  风如何让物体移动？
• How well might a real, full-size windpowered car work?
  一辆真正的全尺寸风力汽车的性能如何？
• How can testing and observing help you improve your designs?
  测试和观察如何帮助您改进设计？

Additional Notes 附加说明

• Possible Misconception: A person must constantly push or pull an object to keep it moving.
  可能的误解：人必须不断推拉物体，才能使其保持运动。
  Truth: An initial push or pull can get an object moving. It may keep moving, even if a person is no longer touching an object.
  真相：最初的推力或拉力可以使物体移动。即使人不再接触物体，物体也会继续运动。
• Possible Design Solutions: Students may choose to make one or multiple sails and mount them in a variety of places (sides, front, middle, and back) on the vehicle.
  可能的设计方案：学生可以选择制作一个或多个风帆，并将其安装在车辆的不同位置（侧面、前面、中间和后面）。

Scaffolding and Extension Suggestions
脚手架和扩展建议

• To support measurement when testing sails, create a road of colored pieces of construction paper, each an inch ( 2.5 cm ) in length. This will help students estimate how far each car travels.
  为了帮助学生在测试风帆时进行测量，可以用彩色的建筑纸片铺成一条路，每张纸片的长度为一英寸（2.5 厘米）。这将帮助学生估计每辆车行驶的距离。

• Challenge students to change the car base during the redesign. Ask questions, such as “Do you want to change the number or placement of the wheels?” “What about the shape of the base?”
  挑战学生在重新设计过程中改变汽车底座。提出问题，例如 "你想改变车轮的数量或位置吗？"底座的形状如何？

Answer Key 答案要点

Week 1 Day 1 第 1 周 第 1 天

1. pull 拉绳
2. push 推动
3. push 推动
4. pull 拉绳

Week 1 Day 3 第 1 周 第 3 天

1. Drawings should show paper balls moving away from the straws.
   图画中的纸球应远离吸管。
2. Drawings should show paper balls moving toward the straws.
   图画应显示纸球向吸管移动的过程。

Week 1 Day 4 第 1 周 第 4 天

Week 1 Day 5 第 1 周 第 5 天

1. person throwing a ball 投球手

Weeks 2 & 3 第 2 和第 3 周

push 推动

pull 拉绳

push 推动

pull 拉绳

1. What happens when you blow air? Draw the ball. Draw an arrow to show which way it will go.
   吹气时会发生什么？画出小球。画一个箭头表示球会向哪个方向飞。

2. What happens when you suck air in? Draw the ball. Draw an arrow to show which way it will go.
2.吸入空气后会发生什么？画出小球。画一个箭头表示球会朝哪个方向飞。

1. Which push or pull had the most pictures?
   哪种推拉方式的图片最多？
   

   

The Challenge 挑战

• Criteria-Your sail design must move the car forward using wind from a fan.
  标准-您的风帆设计必须利用风扇的风力推动汽车前进。
• Constraint-You may use only the materials given to you.
  限制--您只能使用提供给您的材料。

Word Bank 单词库

1. How many sails will you have?
   您将有几面帆？

one 一种

†wo

three 三

four 四
2. What shape will the sails be?
2.风帆是什么形状的？

circle 圆形

square 方形

rectangle 矩形

triangle 三角形
3. How big will they be?
3.它们有多大？

small 小

medium 中等

large 大
4. What will you use for your sail?
4.你将用什么做帆？

Quick Tip! 快速提示！

Quick Tip! 快速提示！

1. How well did your sail work?
   您的风帆效果如何？
   

   

2. Draw two sail designs that you saw from others. Put a checkmark by your favorite.
   画出两个你从别人那里看到的风帆设计。在你最喜欢的旁边打勾。
   $◻$$◻$◻\square Design 1  $◻$$◻$◻\square 设计 1
   $◻$$◻$◻\square Design 2  $◻$$◻$◻\square 设计 2

1. Will you change the number of sails?
   你们会改变风帆的数量吗？
   yes 是
   no 没有
2. Will you change the shape of your sails?
   您会改变船帆的形状吗？
   yes 是
   no 没有
3. Will you change the size of your sails?
   您会改变船帆的尺寸吗？
   yes 是
   no 没有
4. Will you change the material of your sails?
   您会更换船帆的材料吗？
   yes 是
   no 没有

Unit 4: Animal Homes 第 4 单元: 动物之家

Animal Homes Teaching Support
动物之家教学支持

Overview of Unit Activities
单位活动概述

• reading about plant and animal needs
  阅读有关动植物需求的资料
• matching animals to their homes
  为动物匹配家园
• searching for examples of animals and plants changing the environment
  寻找动物和植物改变环境的例子
• designing new animals and showing their habitats
  设计新动物并展示其栖息地
• creating animal homes 创建动物家园

Materials Per Group 每组材料

Week 1 第一周

• access to outdoor space or online search
  户外空间或在线搜索

STEAM Challenge STEAM 挑战

• basic student supplies 基本学生用品
• clay 粘土
• fake feathers (5-10) 假羽毛（5-10根）
• natural materials (handful of each: dirt, leaves, twigs, branches, flowers, stones, seeds)
  自然材料（泥土、树叶、树枝、花朵、石头、种子各一把）
• string (2-5+ feet, 60-150+ cm)
  绳子（2-5+ 英尺，60-150+ 厘米）

Setup and Instructional Tips
设置和教学提示

• Week 1 Day 4: Students will be evaluating their designs. Discuss how real-world testing is not an option with this challenge because of the animals involved.
  第 1 周 第 4 天：学生将对自己的设计进行评估。讨论因为涉及到动物，所以无法进行真实世界测试。
• Week 2 Day 1: Read this challenge introduction to students. “People live in homes. Our homes keep us warm and dry. Animals build homes, too. Their homes keep them safe and give their babies places to live. There are many types of animal homes. Your challenge will be to choose an animal and build a home, or model of a home, for it.” Explain the challenge, the criteria, and the constraint.
  第 2 周第 1 天：为学生朗读挑战介绍。"人们住在家里。我们的家让我们温暖、干爽。动物也有自己的家。它们的家保证了它们的安全，也为它们的宝宝提供了居住的地方。动物的家有很多种。你们的挑战是选择一种动物，为它建造一个家，或者一个家的模型。解释挑战、标准和限制条件。
• Week 2 Day 3: Discuss the materials that will be available for students before they begin their sketches.
  第 2 周 第 3 天：讨论学生在开始素描前可获得的材料。

Discussion Questions 讨论问题

• Why do plants and animals change their environments?
  为什么动植物会改变环境？
• Why do different animals build different types of homes?
  为什么不同的动物会建造不同类型的家？
• What materials do animals use to build their homes?
  动物用什么材料建造家园？
  -What type of home do you live in?
  -您住在哪种类型的房子里？
• How is your home like an animal’s home? How is it different?
  你的家和动物的家有什么相似之处？有什么不同？

Additional Notes 附加说明

• Possible Misconception: Animals change their environments, but plants do not. Truth: Plants can also change their environments. Point out examples on Week 1 Day 3 as you explore outside.
  可能的误解：动物能改变环境，植物却不能。真相：植物也可以改变环境。在第 1 周第 3 天的户外探索中，请举例说明。
• Possible Misconception: Homes of domesticated animals are examples of how animals change their environments.
  可能的误解：驯养动物的家就是动物改变环境的例子。
  Truth: Homes for domesticated animals are often build by humans (dogs: doghouse, chickens: coop, pigs: pig sty, cows: barn).
  真相：驯养动物的家通常是人类建造的（狗：狗窝；鸡：鸡舍；猪：猪圈；牛：牛棚）。
• Possible Design Solutions: Students may model the animal homes after things they are already familiar with, such as human homes, birds’ nests, or beaver dams.
  可能的设计方案：学生可以根据自己熟悉的事物，如人类家园、鸟巢或海狸水坝，来设计动物家园。