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People and Environment

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The aims and learning targets of General Studies

Strand 2: People and Environment

Curriculum Framework

KS 1 KS 2

Knowledge and understanding

• to recognise the basic needs, features and growth process of living things

• to recognise the simple classification of living things

• to recognise living things in different environments and the interdependence among living things

• to identify the features of day and night and their influences on people’s everyday life

• to identify features of local weather and their influences on people’s life

• to know the features of our immediate environment

• to understand the interaction between the natural

environment and human activities in local community

• to understand the need for energy saving

• to know the major process of the life cycle of living things

• to know the biodiversity and classification of living things

• to recognise the interdependence between living things and their environment

• to know the characteristics of different climatic regions

• to identify and describe climate and seasonal changes and their effects

• to understand how people are affected by the natural environment and how they react to the limitations imposed by the natural environment

• to recognise the Earth as a wealth of resources

• to understand people’s responsibility of

environmental conservation, treasure and make good use of resources of the Earth

KS 1 KS 2

• to understand the cost of consuming natural resources and the various ways to manage and use resources Skills • to make careful observation of

our surroundings

• to identity similarities and differences of living things and carry out simple classification

• to observe features on maps and photographs

• to draw pictorial maps to illustrate key features of our community

• to plant or take care of small animals

• to develop environmentally friendly living habits

• to classify living things according to their biological characteristics

• to plan and carry out simple investigations related to environmental issues

• to draw sketches/maps and other graphical representations to display information

• to mark patterns on maps and other graphical representations

• to report on patterns of energy use in the home, school and other places

• to make good use of natural resources and practise green living

Values and

attitudes • to appreciate that there are similarities and differences among different types of living things

• to appreciate the

interdependence of living things in the natural environment

• to cultivate a caring attitude towards animals and plants

• to show concern for

environmental conservation and make wise use of natural resources

• to appreciate the wonder of the nature and show interest in exploring our environment

• t o respect and care for living things and show concern for endangered species

• to recognise the importance of environmental conservation, and to actively participate in it

• to be open-minded and objective towards different views

Curriculum Framework

Core Learning Elements

Key Stage One:

• characteristics of living things

• the basic needs and growth processes of living things

• simple classification of living things (e.g. animals and plants, invertebrates and vertebrates, flowering and non-flowering plants)

• planting or taking care of small animals

• living things in different environments and the interdependence among living things

• features of day and night and how the pattern of day and night is related to everyday life

• climate and weather changes in Hong Kong and how they affect everyday life

• safety measures in activities under different weather conditions (e.g. equipment required, contingency plan)

• characteristics of our living environment

• how the natural environment in the community affects people’s life

• care of the environment and ways of conserving resources (e.g. reduce electricity use, save water, reduce waste)

• develop environmentally friendly living habits in everyday life Key Stage Two:

• cycles in the living world

• life cycles of living things

• biodiversity and classification of living things (e.g amphibians, reptiles)

• interdependence and interaction between living things and the environment

• forms and functions of living things and their adaptation to the environment (e.g.

camouflage of animals, needle leaf of plants)

• concern for endangered species

• life of living things in different climatic regions

KS 1 KS 2

• to show concern and take action in caring for and improving the environment

• to show concern for issues owing to climate change

• to show concern for local and national environmental issues

• effects of natural changes of the environment (e.g. climate change, natural hazards) on people and how people respond to these changes

• individuals’ responsibilities in environmental conservation

• the Earth as a source of resources

• renewable source of energy (e.g. wind energy) and non-renewable source of energy (e.g. natural gas)

• some local and national environmental issues

• make good use of resources and practise green living (e.g. waste reduction at source, saving energy)

Suggestions for Extended Learning Activities

Since the aims of this strand are to arouse students’ concern for the environment and its sustainable development, it is desirable to provide students with authentic learning situations to enrich their learning experience. For example, teachers organise outdoor visits or ecotours (e.g. visit to Hong Kong Zoological and Botanical Gardens, Hong Kong Wetland Park, and country parks) for students to get in touch with the nature.

In KS1, students can choose a plant they are interested in for in-depth study. Through planting and carrying out simple experiments, students can investigate conditions for plant growth, such as the effects of light on plant growth.

In KS2, students can choose an environmental issue that they are interested in and conduct project learning. They can play the role of different stakeholders and consider the issues from various perspectives. They can also debate on some environmental protection issues to develop their critical thinking skills. Furthermore, students can design and conduct scientific investigations to find out the ways to save natural resources, for example, designing water-efficient shower head and finding out the most energy-efficient light bulb. Through the learning process, students’ problem solving skills and creativity can be developed.

Curriculum Framework Strand 3: Science and Technology in Everyday Life

This strand aims at arousing students’ curiosity and interest in science and technology through hands-on and minds-on activities, and help them develop basic science process skills and technology learning skills. Students are expected to have an increased awareness of the natural and technological world, keen interest in observing the surroundings, ask questions and develop a basic understanding of some simple natural phenomena. Under the guidance of teachers, students are expected to integrate and apply knowledge and skills, as well as developing their creativity. They are also expected to apply their science and technology experiences and develop sensitivity to safety issues for solving problems in everyday life.

Learning Objectives

KS 1 KS 2

Knowledge and understanding

• to recognise sources of energy and know their uses in everyday life

• to identify some common materials and know their uses in everyday life

• to recognise examples of applying science and

technology to solve simple problems in everyday life

• to recognise and describe the basic patterns of objects in the sky

• to recognise how the positions of the Sun affect shadows of an object

• to recognise the changes of objects when they get heated up

• to recognise the thermal conductivity of different materials

• to recognise some examples of forces

• to know how scientific knowledge can be used to explain and predict some phenomena and the

importance of providing experimental evidence to support or disprove claims

• to recognise the

characteristics and uses of common materials

• to distinguish between reversible and irreversible changes

• to recognise some patterns and phenomena related to light, sound, electricity, movement and energy

• to recongise some simple machines and ways to save effort

• to recognise the characteristics of the Earth and some

astronomical objects in the Solar System

KS 1 KS 2

• to know some examples of contributions from scientists in improving our living

• to illustrate some observable patterns of changes or phenomena on the Earth caused by movements of the Earth and the Moon

• to recognise the purposes of space exploration

• to know some applications and effects of scientific and technological advances in everyday life

• to know the concepts and applications of the design cycle

• to recognise the safety measures of applications of science and technology Skills • to make observation, simple

measurement and

classification, record and carry out simple

presentation

• to observe common natural phenomena and predict changes

• to understand direct and simple causal relationship

• to identify the characteristics and changes of materials using senses

• to design and make artifacts with daily materials

• to discuss observation and suggest simple interpretation

• to apply science process skills in inquiry activities, integrate and apply knowledge

and skills in solving everyday life problems

• to work in accordance with safety rules while using tools and technology

• to communicate scientific findings and solutions in different ways

Curriculum Framework

KS 1 KS 2

• to work individually or collaboratively with peers to identify problems and design feasible solutions

• to design and build models by using different materials and to test for functions and characteristics of the model

• to solve problem through application of coding for developing computational thinking

Values and

attitudes • to show curiosity and interest about the natural environment and technological world

• to show interest and curiosity in knowing how things work

• to appreciate the functional and aesthetic aspects of technological products

• to be aware of the close relationship among science and technology and our everyday life

• to show concern about the safety issues in using science and technology

• to appreciate the inquiring mind and contributions of scientists and inventors

• to show curiosity and sustained interest in science

• to accept decisions and inferences based on evidence

• to appreciate the mystery of the Universe

• to show concern about the beneficial and harmful effects of the use of science and technology on people and the environment

• to appreciate the function and design of technological products

• to be serious on the safety precautions when using technology and science in everyday life

• to show concern on the latest advances in science and technology and appreciate the people who have made efforts to contribute to the success

Core Learning Elements

Key Stage One:

• hands-on and minds-on scientific investigation activities

• natural phenomena (e.g. pattern of day and night, light and shadow)

• common materials, their characteristics and uses

• designing and making artifacts with common materials

• sources of energy and uses of energy in everyday life (e.g. light and electricity)

• heat conduction and relevant phenomena (e.g. thermal conductivity of different materials, thermal expansion and contraction)

• examples of forces (e.g. push and pull)

• phenomena related to forces in everyday life (e.g. forces can change the shapes and movements of objects)

• how science and technology contribute to everyday life (e.g. facilities and equipment at home/in school)

• using science and technology to solve problems at home

• safety measures for using science and technology

• famous scientists and inventors and their contributions (e.g. Zhang Heng and seismograph, Thomas Edison and light bulb)

Key Stage Two:

• hands-on and minds-on scientific investigation activities

• investigating some properties and phenomena related to light, sound and electricity (e.g. reflection of light, closed circuit)

• examples of energy and conversion of energy (e.g. light, sound, electricity)

• examples of force (e.g. friction, magnetic force) and phenomena related to movements

• simple machines (e.g. lever, inclined plane, roller)

• identify the difference between reversible changes (e.g. the three forms of water) and irreversible changes (e.g. burning)

• use and characteristics of some common materials

• the patterns of changes or phenomena observable on the Earth caused by movements of the Earth and the Moon around the Sun (e.g. solar eclipse, lunar eclipse)

• the wonder of the Solar System (e.g. The Sun and planets of the Solar System) and characteristics of the Earth (e.g. shape and structure, distribution of ocean

Curriculum Framework and continents)

• space exploration and everyday life

• application of design cycle to design and make products

• problem-solving through application of coding for developing computational thinking

• application of scientific and technological advances and their effects on everyday life

• safety and individual responsibility in using science and technology Suggestions for Extended Learning Activities

Schools may consider providing extension elements for their students so that they can study a particular topic more deeply. Schools can consider the following:

• After students have recognised patterns of light reflection by plain mirror, they may make use of convex and concave mirrors to learn about the relationship between the actual objects and images formed by different types of mirrors.

When students complete the activity, they may describe the application of convex and concave mirrors in everyday life.

• Apart from information from textbooks, students may further explore the achievements and contributions of famous scientists and inventors. For example, students may read stories about scientists or inventors (e.g. Charles Kao and fiber optics, Galileo Galilei and the telescope), and study their discoveries or inventions and their impact on our everyday life.

• Schools may also consider deepening the learning on some of the core learning elements. For example, in scientific investigations, teachers may guide students to make hypotheses, design and carry out experiments, collect and analyse data, make judgements and report results and conclusions.

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