Bridging British Education Virtual Academy 伦桥国际教育

STEM Trial Lesson on States of Matter 关于物质状态的STEM试讲课

1. Course Basic Information 1. 课程基本信息

Course Name: STEM Trial Course 课程名称： STEM 试讲课程

Topic: States of Matter (Solids, Liquids, and Gases) and Particle Model 主题： 物质的性状（固体、液体和气体）与粒子模型

Date: Date of Lesson 日期： 课程日期

Student: Andy 学生： Andy

Teaching Focus 教学重点

Introduction to Year 7 States of Matter, definition of matter, and basic particle model visualization.

七年级物质状态的介绍，物质的定义，以及粒子模型的初步可视化。

Teaching Objectives 教学目标

To understand that matter can exist in every state (solid, liquid, gas). 理解物质可以存在于任何状态（固体、液体、气体）。
To define matter and state the three states of matter. 定义物质并说出三种物质状态。
To compare and contrast the three states of matter. 比较和对比这三种物质状态。
To learn how particles are arranged in the three states of matter. 学习粒子在三种物质状态中的排列方式。
To define density and link particle arrangement to properties. 定义密度并将粒子排列与性质联系起来。

2. Course Content Overview 2. 课程内容概览

Main Teaching Activities and Time Allocation 主要教学活动和时间分配

Student Introduction & Context Setting: Teacher confirms student location (Japan) and background (from Hong Kong, Year 7), checks prior science knowledge (lab safety).

学生介绍与背景设定： 教师确认学生所在地（日本）和背景（来自香港，七年级），检查先前的科学知识（实验室安全）。

Introduction to Matter and States of Matter: Defining matter (has mass and takes up space/volume). Identifying solids, liquids, and gases through real-life examples provided by the student.

物质和物质状态的介绍： 定义物质（具有质量并占据空间/体积）。通过学生提供的现实生活中的例子识别固体、液体和气体。

Exploring Properties & Density Video: Discussion on properties (feel, look, squash, pour) followed by a video demonstration explaining density using helium and sulfur hexafluoride balloons.

探索性质与密度视频： 讨论物质的性质（感觉、外观、可压缩性、可倒性），随后观看演示视频，通过氦气和六氟化硫气球解释密度。

Worksheet Application (Properties Matching): Student works on identifying state changes (e.g., making ice cubes) and matching properties to solids, liquids, and gases. Teacher assists with annotation tools.

练习册应用（性质匹配）： 学生练习识别物质状态变化（如制冰块）和将性质与固态、液态、气态进行匹配。教师协助使用标注工具。

Particle Model Explanation and Historical Context: Introduction to the particle model, historical context (Democritus, Dalton), and visual definition of density based on particle packing.

粒子模型介绍： 介绍粒子模型，历史背景（德谟克利特、道尔顿），并基于粒子堆积密度进行视觉定义。

Drawing and Comparing Particle Arrangements: Student draws/moves particles to represent solid, liquid, and gas states and discusses their arrangement (regular vs. random, closeness, vibration/movement).

绘制和比较粒子排列： 学生绘制/移动粒子以代表固体、液体和气体的状态，并讨论它们的排列（规则与随机，紧密程度，振动/运动）。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Matter, Solid, Liquid, Gas, Density, Particle, Atom, Molecule, Mass, Volume, Compress, Flow, Fixed Shape, Vibrating, Random, Invisible.

词汇：
物质, 固体, 液体, 气体, 密度, 粒子, 原子, 分子, 质量, 体积, 压缩, 流动, 固定形状, 振动, 随机, 不可见。

Concepts:
Definition of Matter (Mass + Volume); Three States of Matter; Density (Mass per Unit Volume); Particle Model of Matter (Arrangement and Movement).

概念：
物质的定义（质量+体积）；三种物质状态；密度（单位体积的质量）；物质的粒子模型（排列和运动）。

Skills Practiced:
Defining scientific terms, identifying properties of matter, interpreting scientific diagrams/models, note-taking/annotation (using digital tools), conceptual comparison.

练习技能：
定义科学术语，识别物质的性质，解释科学图表/模型，（使用数字工具）做笔记/标注，概念比较。

Teaching Resources and Materials 教学资源与材料

Interactive digital whiteboard/annotation tools. 交互式数字白板/标注工具。
Video demonstration on gas density (Helium vs. Sulfur Hexafluoride). 关于气体密度的视频演示（氦气与六氟化硫）。
Worksheet featuring state change identification and property matching. 包含状态变化识别和性质匹配的练习题。

3. Student Performance Assessment (Andy) 3. 学生表现评估 (Andy)

Participation and Activeness 参与度和积极性

High engagement throughout the trial lesson, actively participating in discussions and answering recall questions. 在整个试讲课中参与度高，积极参与讨论并回答回忆性问题。
Showed curiosity by asking several insightful follow-up questions, especially regarding historical science concepts (e.g., apple rotting into atoms). 表现出好奇心，提出了几个富有洞察力的后续问题，尤其是在历史科学概念方面（例如苹果腐烂成原子）。

Language Comprehension and Mastery 语言理解和掌握

Strong initial understanding of the basic definitions (solid/liquid/gas) and properties. 对基本定义（固/液/气）和性质有很强的初步理解。
Quickly grasped the visual model of particle arrangement and correctly linked it to density (solid = high density, gas = low density). 迅速掌握了粒子排列的可视化模型，并正确地将其与密度联系起来（固体=高密度，气体=低密度）。
Needed minor reinforcement on distinguishing between 'flow' for individual grains vs. bulk liquid/powder. 在区分单个颗粒的“流动”与整体液体/粉末的“流动”方面需要轻微的巩固。

Language Output Ability 语言输出能力

Oral: 口语：

Communicated clearly in English, showing good conversational fluency. 英语交流清晰，展现了良好的对话流利度。
Successfully recalled and used relevant scientific vocabulary during discussion, such as 'vibrate' and 'random'. 在讨论中成功回忆并使用了相关的科学词汇，如 'vibrate' (振动) 和 'random' (随机)。

Written: 书面：

N/A (Lesson focused heavily on oral response and interactive digital drawing/annotation, not traditional written work).

不适用（课程重点在于口头回应和交互式数字绘图/标注，而非传统的书面作业）。

Student's Strengths 学生的优势

Strong visual learning ability, evidenced by quick mastery of the particle drawing task. 强大的视觉学习能力，通过快速掌握粒子绘图任务得以证明。
Excellent retention of recently taught concepts, successfully applying them in the final matching/true-false section. 对新近教授的概念保持了出色的记忆力，在最后的匹配/对错题中成功应用。
Good practical knowledge derived from daily life examples (e.g., fizzy drinks, pouring sand). 拥有基于日常生活经验的良好实践知识（例如，汽水、倒沙子）。

Areas for Improvement 需要改进的方面

Precision in defining abstract scientific concepts like density (needs emphasis on 'mass in a fixed volume' rather than just 'weight'). 在定义抽象科学概念（如密度）时需要更精确（需要强调“固定体积内的质量”，而不仅仅是“重量”）。
Clarifying the difference between solids that can be poured (like sand) and true liquid flow. 澄清可倾倒的固体（如沙子）与真正的液体流动之间的区别。
Slight hesitation when trying to recall terminology (e.g., the opposite of 'regular' arrangement). 在回忆术语时略有犹豫（例如，'regular' 排列的反义词）。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

Highly effective in covering a significant amount of content (two typical lessons) in a single session, maintaining student engagement. 在单次课程中高效地涵盖了大量内容（两节课的量），同时保持了学生的参与度。
The integration of a relevant video segment (density demonstration) was successful in illustrating complex properties. 成功地整合了相关的视频片段（密度演示），用于阐明复杂的性质。

Teaching Pace and Time Management 教学节奏和时间管理

The pace was fast but manageable, largely due to the student's quick comprehension and the teacher's adaptability (skipping unnecessary review sections). 节奏快但可控，这主要归功于学生快速的理解能力和教师的适应性（跳过了不必要的复习部分）。
The transition between conceptual discussion and hands-on digital activities was smooth. 概念讨论与动手数字活动之间的过渡很流畅。

Classroom Interaction and Atmosphere 课堂互动和氛围

Engaging, supportive, and interactive. The teacher managed occasional off-topic discussions (football, weather) by briefly addressing them before redirecting focus effectively.

引人入胜、支持性强且互动性高。教师通过简要回应（如足球、天气）来管理偶尔的离题讨论，然后有效地将焦点重新引导回来。

Achievement of Teaching Objectives 教学目标的达成

All core objectives regarding defining matter and identifying the three states were met. 所有关于定义物质和识别三种状态的核心目标都已达成。
The particle model concepts were introduced effectively, setting a strong foundation for future lessons. 粒子模型概念得到有效介绍，为未来的课程奠定了坚实的基础。

5. Subsequent Teaching Suggestions 5. 后续教学建议

Teaching Strengths 教学优势

Identified Strengths: 识别的优势：

Excellent pacing control, allowing for deep dive into particle arrangement while adhering to time constraints. 出色的节奏控制能力，能够在遵守时间限制的同时深入探讨粒子排列。
Highly effective use of scaffolding, building from known examples to abstract models. 极大地有效地利用了脚手架教学法，从已知实例构建到抽象模型。

Effective Methods: 有效方法：

Utilizing the student's active participation to generate examples for solids, liquids, and gases. 利用学生的积极参与来生成固态、液态和气态的例子。
Incorporating digital drawing tasks to concretize the abstract particle model. 结合数字绘图任务，使抽象的粒子模型具体化。

Positive Feedback: 正面反馈：

Student handled the interactive digital tools well, showing readiness for more complex digital learning environments. 学生很好地操作了交互式数字工具，显示出对更复杂数字学习环境的准备。

Next Teaching Focus 下一步教学重点

Deep dive into the particle arrangement differences (focusing on forces holding particles together in solids vs. liquids). 深入探讨粒子排列的差异（重点关注束缚固体和液体中粒子的力）。
Introduction to gas pressure and Charles's Law/Boyle's Law concepts in relation to particle movement. 介绍气体压力以及查理定律/玻意耳定律与粒子运动的关系。

Specific Suggestions for Student's Needs 针对学生需求的具体建议

Conceptual Clarity: Density: 概念清晰度：密度：

When discussing density, explicitly contrast 'mass' and 'weight' if the student uses them interchangeably, emphasizing that density ($m/V$) is an intrinsic property. 在讨论密度时，如果学生将‘质量’和‘重量’互换使用，应明确对比两者，强调密度（m/V）是一种内在属性。

Review and Consolidation: 复习与巩固：

Next time, dedicate an extra minute at the end of the properties section to solidify the difference between pouring solids (sand) and liquids. 下次课，在性质部分结束时，额外花一分钟来巩固倾倒固体（沙子）和液体之间的区别。

Recommended Supplementary Learning Resources or Homework 推荐的补充学习资源或家庭作业

Review the key definitions of Matter, Solid, Liquid, and Gas properties using the notes taken during the lesson. 复习物质、固体、液体和气体的关键定义和性质，使用课程中做的笔记。
Recommended YouTube search: 'States of Matter Particle Model Animation' for visual reinforcement. 推荐的YouTube搜索：‘物质状态粒子模型动画’，以进行视觉强化。