Bridging British Education Virtual Academy 伦桥国际教育

STEM Trial Lesson on Materials and Bushfires 关于材料和丛林大火的STEM试听课

1. Course Basic Information 1. 课程基本信息

Course Name: STEM Trial Lesson 课程名称： STEM 试听课

Topic: Materials and their Properties: Bushfires 主题： 材料及其特性：丛林大火

Date: December 6th (Implied by title) 日期： 12月6日（根据标题推断）

Student: Eline 学生： Eline

Teaching Focus 教学重点

Understanding bushfires, their causes, spread mechanisms (fuel, oxygen, heat, wind, slope), and preparation/prevention strategies.

理解丛林大火、其起因、传播机制（燃料、氧气、热量、风、坡度）以及准备和预防策略。

Teaching Objectives 教学目标

To define and understand what a bushfire is and its dangers. 定义并理解什么是丛林大火及其危险性。
To identify the key elements required for a fire to ignite (Fire Triangle: Fuel, Oxygen, Heat). 识别火灾点燃所需关键要素（火三角：燃料、氧气、热量）。
To discuss the role of environmental factors (wind, humidity, land slope) in fire spread. 讨论环境因素（风、湿度、地势坡度）在火灾蔓延中的作用。
To list and explain household preparation strategies against bushfires. 列出并解释应对丛林大火的家庭准备策略。

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

Introduction and Defining Bushfires: Teacher introduces herself (Amber) and the topic (materials/properties, focusing on bushfires). Student defines 'bushfire'.

介绍和定义丛林大火： 老师介绍自己（Amber）和主题（材料/特性，重点是丛林大火）。学生定义了“丛林大火”。

Controlled Burns and Vocabulary Introduction (Fuel): Discussion on controlled burns (hazard reduction). Student reads a passage. Introduction and clarification of the vocabulary word 'fuel' (US 'gas' vs UK 'petrol').

受控燃烧和词汇介绍（燃料）： 讨论受控燃烧（减少危害）。学生朗读一段文字。介绍并澄清词汇“fuel”（美式“gas”与英式“petrol”）。

Causes, Location, and Humidity: Discussing bushfire causes (accidental/intentional) and seasonality in Australia. Discussion on 'humidity' and its relation to fire spread.

起因、地点和湿度： 讨论丛林大火的起因（意外/人为）和澳大利亚的季节性。讨论“湿度”及其与火灾蔓延的关系。

Video Analysis and Fire Triangle Components: Watching a video on bushfires. Discussion on 'ember attack' and lightning as a cause. Introduction to the Fire Triangle: Oxygen, Fuel, Heat.

视频分析和火三角组成部分： 观看关于丛林大火的视频。讨论“火星攻击”和雷击作为起因。介绍火三角：氧气、燃料、热量。

In-depth Look at Fuel Types and Electrical Fires: Reviewing different fuel types (gases, solids, liquids). Discussion on why water should not be used on electrical fires.

燃料类型和电气火灾的深入探讨： 回顾不同类型的燃料（气体、固体、液体）。讨论为什么不应在电气火灾中使用水。

Influence of Land Slope and Preparation Strategies: Discussion on how land slope affects fire spread (uphill vs. downhill). Student brainstorms preparation strategies for a house.

地势坡度的影响和准备策略： 讨论地势坡度如何影响火势蔓延（上坡与下坡）。学生集思广益房屋的准备策略。

Design Challenge and Conclusion: Introduction of the design challenge (automatic fire suppression device). Brief discussion on ideas (cameras, cold energy/sprinklers). Lesson wrap-up and feedback.

设计挑战和总结： 介绍设计挑战（自动灭火装置）。简要讨论想法（摄像头、冷能/洒水器）。课程总结和反馈。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Bushfire, controlled burn, prescribed burning, hazard reduction burning, fuel, gas (US), petrol (UK), humidity, ignition temperature, combustion, embers, ember attack, stratosphere, flammable, turpentine, kerosene, slope, gutters.

词汇：
丛林大火, 受控燃烧, 规定燃烧, 减少危害燃烧, 燃料, 汽油(美式), 汽油(英式), 湿度, 着火温度, 燃烧, 余烬, 余烬攻击, 平流层, 易燃的, 松节油, 煤油, 坡度, 屋檐排水槽

Concepts:
Fire Triangle (Fuel, Oxygen, Heat), Effects of wind and land slope on fire spread, Bushfire preparation and safety measures, The concept of 'humidity'.

概念：
火三角（燃料、氧气、热量）, 风和地势坡度对火势蔓延的影响, 丛林大火的准备和安全措施, “湿度”的概念。

Skills Practiced:
Reading comprehension (reading aloud from text), Scientific explanation, Defining technical terms, Critical thinking (analyzing causes and solutions), Vocabulary acquisition in a scientific context.

练习技能：
阅读理解（文本朗读）, 科学解释, 定义技术术语, 批判性思维（分析原因和解决方案）, 在科学背景下的词汇习得。

Teaching Resources and Materials 教学资源与材料

Course presentation slides/diagrams (Fire Triangle, House Preparation Checklist). 课程演示幻灯片/图表（火三角，房屋准备清单）。
Video clip about Australian bushfires. 关于澳大利亚丛林大火的视频片段。
Worksheet/activity prompt for designing a protective device. 设计保护装置的练习题/活动提示。

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

Participation and Activeness 参与度和积极性

Student was highly engaged, responding thoughtfully to complex questions about causes and effects. 学生参与度高，对关于原因和影响的复杂问题反应深思熟虑。
Demonstrated good listening skills by referencing points made in the video. 通过引用视频中的观点，展示了良好的倾听能力。

Language Comprehension and Mastery 语言理解和掌握

Excellent understanding of the Fire Triangle components and their interaction. 对火三角的组成部分及其相互作用有很好的理解。
Successfully connected humidity/dryness to fire risk and understood the concept of controlled burns. 成功地将湿度/干燥与火灾风险联系起来，并理解了受控燃烧的概念。

Language Output Ability 语言输出能力

Oral: 口语：

Spoke clearly and demonstrated active conversational skills throughout the lesson. 在整个课程中说话清晰，展现了积极的对话技巧。
Answered open-ended questions well, providing justifications for opinions (e.g., why wind spreads fire). 很好地回答了开放性问题，并为观点提供了理由（例如，为什么风会传播火灾）。

Written: 书面：

N/A (Trial lesson format focused on oral interaction, student noted 4 points for house preparation).

不适用（试听课格式侧重口头互动，学生记录了4条房屋准备要点）。

Student's Strengths 学生的优势

Strong conceptual grasp of scientific principles like the Fire Triangle and environmental factors. 对火三角和环境因素等科学原理有很强的概念掌握能力。
Good recall and application of new vocabulary (e.g., humidity, ember attack). 对新词汇（如湿度、余烬攻击）有良好的记忆和应用能力。
Showed practical thinking during the brainstorming session for fire preparedness. 在消防准备的头脑风暴环节表现出实用的思维能力。

Areas for Improvement 需要改进的方面

Fluency occasionally interrupted by self-correction or slight hesitation when explaining complex reasoning. 解释复杂推理时，流利度偶尔因自我纠正或轻微的犹豫而中断。
Pronunciation of some specific technical words could be slightly refined for clarity. 某些特定技术词汇的发音可以略微改进以提高清晰度。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The transition between discussion, reading, and video content was smooth and maintained student engagement. 讨论、阅读和视频内容之间的过渡流畅，保持了学生的参与度。
Effective use of scaffolding, starting with simple concepts (bushfire) and building up to complex ones (Fire Triangle, humidity). 有效的支架式教学，从简单的概念（丛林大火）开始，逐步构建到复杂的概念（火三角、湿度）。

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

The pace was appropriate for a trial lesson, allowing deep dives into key concepts like 'fuel' and 'ember attack'. 节奏适合试听课，允许深入探讨“燃料”和“余烬攻击”等关键概念。
Teacher managed time well, covering substantial content within the session. 老师很好地管理了时间，在课程中涵盖了大量内容。

Classroom Interaction and Atmosphere 课堂互动和氛围

Positive, encouraging, and interactive. The teacher used affirmation frequently ('Lovely reading,' 'Well done') which fostered a supportive learning environment.

积极、鼓励和互动。老师频繁使用肯定性语言（“阅读得很棒”，“做得好”），营造了支持性的学习环境。

Achievement of Teaching Objectives 教学目标的达成

Objectives related to defining bushfires, identifying fire elements, and discussing causes were highly met. 关于定义丛林大火、识别火灾要素和讨论起因的目标得到了高度实现。
The objective on preparation strategies was actively addressed through student contribution and teacher examples. 通过学生的贡献和老师的例子，积极地解决了关于准备策略的目标。

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 subject matter expertise and ability to simplify complex scientific relationships. 出色的学科专业知识和简化复杂科学关系的能力。
Effective integration of multimedia (video) to illustrate abstract concepts like ember attack. 有效整合多媒体（视频）来例证余烬攻击等抽象概念。

Effective Methods: 有效方法：

Use of comparative questioning (e.g., US vs UK fuel vocabulary) to ensure comprehension across different contexts. 使用比较性提问（例如，美式与英式燃料词汇）以确保跨不同环境的理解。
Scaffolding complex reading tasks by asking the student to read specific sentences/paragraphs. 通过要求学生朗读特定句子/段落来为复杂的阅读任务提供脚手架。

Positive Feedback: 正面反馈：

The teacher's clear articulation and consistent use of positive reinforcement were highly effective. 老师清晰的发音和持续的积极强化非常有效。
Successfully guided the student through a challenging scientific topic in an accessible manner. 以易于理解的方式成功引导学生学习了一个具有挑战性的科学主题。

Next Teaching Focus 下一步教学重点

Deepen the study of materials, focusing on conductivity or insulation properties (linking to fire resistance). 深化材料研究，重点关注导电性或绝缘性（与防火性联系起来）。
Further develop the design brief from the lesson into a detailed written or sketched proposal. 将课程中的设计简报进一步发展为详细的书面或草图提案。

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

Pronunciation & Reading: 发音与阅读：

Continue practicing the pronunciation of multi-syllable scientific terms like 'combustion' and 'prescribed'. 继续练习像 'combustion'（燃烧）和 'prescribed'（规定的）这样的多音节科学术语的发音。

Speaking & Communication: 口语与交流：

When explaining reasoning (e.g., why fire spreads uphill), aim for fewer pauses to build fluency. 在解释推理时（例如，火为什么会爬坡），应减少停顿以增强流利度。

Content & Conceptual Clarity: 内容与概念清晰度：

Before introducing the design task, ensure the student fully grasps the necessary extinguishing element (e.g., confirming which element—heat—the sprinkler targets). 在介绍设计任务之前，确保学生完全理解必要的灭火要素（例如，确认喷淋系统针对的是哪个要素——热量）。

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

Review notes on the Fire Triangle and research three different materials used in fire-resistant building. 复习火三角的笔记，并研究三种用于防火建筑的不同材料。
Find one short news article about a recent bushfire in Australia and identify the primary cause mentioned. 找一篇关于澳大利亚近期丛林大火的短新闻文章，并确定其中提到的主要原因。