Students take leadership and lead the group to try to solve some problems and experiments approved by the teacher, such as measuring water quality, or measuring the content of some elements in different trees, students can take leadership in their own speciality. Each student has a supporter role in the group, a recorder role, and a leader role when it comes to the student's subject of expertise. Through this activity, students are able to apply their textbook knowledge in a very practical way. Students are able to develop their organisational, leadership and collaboration skills.

完成第一部分职责的活动中, 学生担任自己擅长或主学科项目的领导者，需带领所在小组尝试解决老师提出的问题，比如测量水质，或者测量红树林树木中的某些元素含量，学生可以在自己的专业上，体悟领导者角色。完成第二部分职责活动中，学生在做非本专业的测量时，可以辅助其他的同学去展开小组合作，帮助团队共同完成这个任务。每个学生在小组活动中有不角色的体悟，在擅长的学科，担当领导者的角色；在非主项目学科，担任支持协作者的角色及记录者的角色。通过这个活动, 学生可以将课本上的知识学以致用，实践性非常强。锻炼了学生的领导能力，组织能力与协作能力。

The Group 4 Project allow students to appreciate environmental, social and ethical implications of Science and understaning the limitation of Scientific study.

第四组项目让学生了解科学对环境、社会和道德的影响，并了解科学研究的局限性。

This activity helps students to improve their collaborative skills. From task allocation to implementation to conclusion, they need to work closely with other group members, which is a great help to develop their overall skills. This activity also makes students realise that in reality, disciplines are not independent of each other, but are closely linked. For example, in the process of exploring mangroves, knowledge from many disciplines such as physics, chemistry, biology and computer science are used to solve problems together. This kind of interdisciplinary collaboration practice helps students to gain a more comprehensive understanding of the disciplines and to develop their integrative skills. The students were supposed to respect each other, share ideas in their respective subjects and collaborate  toegther to complete the task given that is to solve various environmental challenges in our surrounding. 

这次活动是IB课程的重要组成部分，该项目可以帮助学生提升合作能力，从任务分配，实施到总结，都需要小组成员明确任务，密切合作，针对问题找出解决方案，这对学生综合能力提升有很大的帮助。通过该项目也让学生认识到，在现际生活问题解决中，各学科知识需综合应用，比如在探究红树林的过程中，需要运用到物理、化学、生物、计算机科学等多个学科的知识来共同解决问题。这种跨学科合作的实践，帮助学生更全面地了解学科知识，并培养学生的综合能力。学生们在活动中相互尊重，在各自的学科中分享想法，并合作完成所给的任务，解决了各种挑战。

After the whole activity, students are expected to reflect in 50 words describing their experiences and challenges they faced during ther Gooup 4 collaborative activities.

在整个活动结束后，学生们需要写一份大约50字的报告, 反思与总结他们在第四小组的合作活动中所面临的经验和挑战。