In this lesson, students identify their own

features and compare some of these

features with those of their friends. They

then consider the similarities that they have

with their parents.

Lesson 1 Different or the Same?

By the end of this lesson, students will be

able to:

● Identify what body parts they have.

● Describe some similarities and

differences between people.

● Recognize that people have more

similarities with family members.

Objectives

Overview

Stimulus ActivityThe stimulus activity shows a cartoon in

which a group of children point out ways

that they are the same. Ask students to

describe any other ways in which the

Activity 1In this activity, ask students to work with a partner to identify as many body parts as they

can. Then ask students to work individually to tick the boxes on the diagram. Each student

should compare their tick list with their partner’s. Encourage students to say sentences such

as “I have eyes.”, “I have two hands/ears.”, etc. As an extension, you could ask students to

identify any other body parts that are not included in the diagram.

children are the same (or different). Students often focus on the differences, so ensure

that similarities are considered and shared.

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Activity 2In this activity, students compare the

features listed in the table. Arrange

students in groups. Invite them to

say whether each feature is the same

or different across their group. They

could speak in Chinese to give details

about each student’s appearance. It is

important to stress to students that it

is fine to be different and, in fact, most

groups will have differences in most

of these features. Point out that there

is no “right” or “wrong” way to look.

If groups find that any feature is the

same across their group, encourage

them to observe other groups to decide

whether the feature is the same among

a larger number of people. Groups

that work more quickly or are higher

achieving could add features to the table

to compare. At the end of the activity,

ask groups to consider whether there

Lesson 1

are more features that are the same or more features that are different between them

and their friends. Students should find that most features are different. However, if all

students are from the same ethnic group, their hair colour and eye colour could be the

same. This task will be extended in Lesson 3, where people from parts of the world other

than China are considered in more detail.

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Lesson 1

Activity 3In this activity, students compare

children and their parents. Show some

photographs of families at the start;

these could be of your own family or of

famous people that students are familiar

with. Ask students to work in small

groups. Give out sets of photographs of

parents and children to different groups.

You could start this activity as a puzzle,

asking students to match up children

and their parents. Invite students to

explain their reasons for matching

family members, and encourage them to

identify the features that suggest those

people are related. When groups agree

on which parent and child are linked,

point out a feature that they are not

similar in (e.g. nose shape, eye shape or

hair colour). It is best to use features that

are inherited at this stage. Ask students

to suggest why some features are not

the same even between parents and their children. Explain that we inherit a mix of

features from both of our parents: sometimes a child looks like one parent, sometimes

like both parents, and sometimes like neither parent!

Students then draw pictures of their parents and themselves, and describe some ways in

which they are similar to either of their parents. It would be useful for students to have a

family photograph during this activity. Ask students to work in small groups to discuss

whether they have more features in common with their friends or with their parents.

Ensure that all reach the conclusion that we are more similar to our family, but that we

still have some differences within families.

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Let’s Practise!In this activity, students are given some

guidance about features to compare

between the twins. They should start

by ticking how the twins are the same.

Extend this activity by asking students

to identify which of the twins’ listed

features could be easily changed. They

should suggest shirt colour (and possibly

hair colour, through dying). Summarize

the learning of this lesson by asking

Now I Know ...我和其他的孩子有许多相同的地方。

孩子通常和他们的父母长得很像。

How I Know ...In this lesson, students learn through

observation, comparing and sharing

what they see. There is no experimental

work.

Lesson 1

students to list the features that are most important when considering whether people

are from the same family (e.g. hair colour, eye colour and shape, nose and ear shape

and skin colour).

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第一课  不同还是相同？

教学目标

通过本课的学习，学生将能够：

● 识别他们的身体部位。

● 描述人与人之间的相似点和不同点。

● 认识到家庭成员间有着更多的相似之处。

概述

在本课中，学生先识别自己的身体特征，并将某些特征与他们的朋友进行比较，最

后再思考自己和父母之间有哪些相似之处。

导入活动

导入活动的卡通图片展示了一群小朋友正在讨论他们之间的相同点。教师可以让学

生描述这些小朋友还具有哪些相同点（或不同点）。学生通常将注意力放在不同点上，

因此教师要引导学生思考并说出相似之处。

活动一

在本活动中，安排学生两人一组，去识别尽可能多的身体部位。接下来，让学生独

立填写图中的勾选框，并把自己的答案与同伴的答案进行比较。鼓励学生说出“I have

eyes.”或者“I have two hands/ears.”等句子。作为拓展，教师可以请学生识别图中

没有列出的其他身体部位。

活动二

在本活动中，学生将比较表格中列举的特征。将学生分成小组，请他们说出组内成

员之间的每一项特征是相同的还是不同的。学生在详细描述每个人的外貌时，可以使用

汉语。教师一定要向学生强调，与其他人不同是正常的，事实上，大多数小组的成员在

这些特征上都有所不同。教师要指出外貌没有“对”或“错”。如果有小组发现本组成员

的各项特征都是相同的，教师可以鼓励他们观察其他的小组，判断这些特征在更大范围

内是否还是相同的。完成活动较快或表现较突出的小组可以向表格里添加其他特征进行

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比较。在活动的最后，让学生思考自己和朋友间是相同的特征更多，还是不同的特征更

多。学生会发现大多数的特征是不同的。然而，如果小组内成员都来自同一民族，那么

他们的头发和眼睛的颜色可能是相同的。这个任务将在第三课进行拓展，学生将更详细

地思考来自世界其他地方的人们的特征。

活动三

在本活动中，学生将比较孩子和他们的父母。活动开始时，教师向学生展示一些家

庭的照片，可以是教师自己的家庭或者是学生熟悉的名人家庭。将学生分成小组进行活

动，向各组发放父母和孩子单独的照片。教师可以以谜题的形式开始这个活动，然后让

学生将父母和孩子的照片进行匹配。请学生解释他们是如何进行家庭成员匹配的，鼓励

他们识别能够表明人们之间有血缘关系的特征。当各组学生对父母和孩子的匹配达成一

致意见以后，请学生指出各配对中父母和孩子的不同特征（比如鼻子的形状、眼睛的形

状或者头发的颜色）。在该阶段，最好使用具有遗传性的特征进行组间区分。教师可以

问学生，为什么即使在父母和孩子之间，仍然有一些特征是不同的。向学生解释，我们

综合地遗传了父母双方的特征：有时孩子像父母中的一方，有时像父母双方，有时和父

母双方都不像。

接着学生为自己和他们的父母画像，并且描述自己和父母在哪些方面相似。如果学

生手中有家庭成员的照片，会对这个活动很有帮助。请学生分小组讨论自己与朋友的共

同特征多还是与父母的共同特征多。教师要确保所有学生得出的结论是我们和自己家庭

成员的相似之处更多，当然家庭成员之间仍然存在一些不同之处。

现在我知道⋯⋯

我和其他的孩子有许多相同的地方。

孩子通常和他们的父母长得很像。

我是如何知道的⋯⋯

在本课中，学生通过观察、比较和分享他们所看到的进行学习。本课没有实验

活动。

我比较了自己和其他的孩子。

我比较了孩子和他们的父母。

我做了一个实验。

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让我们练习吧！

在本活动中，学生将在书中的指导下比较双胞胎的特征。先让学生给双胞胎的共同

特征打对号。接着，作为拓展，教师可以让学生指出列表中双胞胎的哪些特征是容易改

变的。学生应该会想到衬衫的颜色（可能还有头发的颜色，它会通过染发而改变）。作

为本课的总结，教师可以要求学生列举判断人们是否来自同一家庭的最重要的特征，比

如：头发的颜色、眼睛的颜色和形状、鼻子和耳朵的形状以及皮肤的颜色。

第二课  成长和变化

教学目标

通过本课的学习，学生将能够：

● 识别身体部位的尺寸会随着他们的成长而变化。

● 测量并记录某些身体部位的尺寸。

● 利用一些信息预测身体部位的成长变化。

概述

本课建立在学生对身体不同点的学习之上，引入了测量身体某些部位的尺寸的方法

及测量成长中的变化。学生将练习测量并记录测量结果，并思考随着一个人的成长，身

体某些部位的尺寸是如何变化的。

导入活动

导入活动的图片展示了一个婴儿、一个小孩儿和一个接近青春期的男孩。开始时，

向学生提问一个开放性的问题，他们在成长过程中是如何发生变化的。学生可能会谈到

行为活动方面的变化，如走路、说话和哭泣。然后，鼓励学生思考身体部位的尺寸方面

发生的变化，并请学生以小组为单位列出身体部位尺寸方面（比如身高、脚长和体重）

的变化。

活动一

在本活动中，先让学生选择测量身高的工具。可以用全班举手投票的形式来查看学生