知识无垠，世界即课堂。国际文凭小学项目IB PYP 致力于创设真实的情境支持孩子们的学习，以概念驱动教学，激发孩子们自主探究的热情，以达到最佳的学习效果。
在过去的6周，广州暨大港澳子弟学校（ASJ）小学部的孩子们怀揣着浓浓的探究热情，围绕“世界如何运作”这一超学科主题展开探究之旅。G1-G6的同学们分别探究了自然规律、光与声、生命循环、物质、力和太空。
3月15日，同学们迎来了本学期第一个探究单元的结题展示活动。他们通过结题活动，展示了对单元中心思想的理解，以及他们通过单元探究学习收获的知识，提升的技能，和达成的学习者素养目标。
G1自然规律
G1本单元的探究主题是“自然规律”，孩子们围绕着单元中心思想“人们通过认识自然发现动态的自然规律” 进行了一系列的学习探究。
从第一条探究线索“常见的自然现象”出发，孩子们探索了一系列我们身边常见的自然现象，比如季节、自然界的声音、雷雨、闪电、彩虹，以及由地心引力所引发的各自现象。
在接下来的第二条探究线索“自然界的规律”中，孩子们通过探索各种自然现象背后的原因总结出了它们相对应的自然规律，比如彩虹的形成条件，声音的传播要素，季节变换原因等等。也知道了火山的爆发是需要一定的条件的，并且世界上的活火山数量远远小于死火山。
到了最后一条探究线索“人们对自然规律的利用”，孩子们知道了伟大的科学家们会通过各种自然规律创造出对人类有益的发明，如爱迪生和别的科学家们在无数次的失败后，终于改造出了我们世界上的第一盏灯泡。
在本次线上结题展上，孩子们也化身为小小科学家，对他们感兴趣的自然现象进行各自种各样的实验证明，有非牛顿流体，也有牛奶彩虹，弹性鸡蛋等等。
G2光与声
“光与声”是G2的同学们围绕“世界如何运作”探究的话题。生活中无处不在的光与声，为孩子们的探究学习活动提供了最直观最真实的素材。通过接触生活中的光与声，启发孩子们提出了很多关于光与声的问题。
孩子们根据自己提出的一系列问题，通过实验，探究了很多关于光与声的性质，以及人们利用光与声的性质进行发明创造的原理。比如：通过小孔实验，他们了解了光沿直线传播的性质；通过小孔成像的实验，了解照相机的工作原理；通过影子活动，认识了中国的传统文化——皮影戏；通过“断勺”实验，认识光的折射现象；通过玩各种乐器，知道了声音由震动产生；通过自制“土电话”，感受声波；通过各种颜色的光，了解和区分光的三原色和颜料的三原色……通过本主题的探究学习，孩子们的研究技能得到了充分的发挥。
结题展上，同学们充分展示了自己超学科融合课程学习的成果。他们齐心协力奏唱一曲后，向大家展示了很多光与声音的实验，教会别人关于光与声的性质，同时，还向大家介绍了自己关光与声的DIY手工制作和发明创造。孩子们的沟通技能得到了进一步的锻炼。
G3生命循环
G3孩子在本单元围绕“所有生物都经历一个变化的过程”开展探究。
小种子是怎样长成大树的？毛毛虫是怎样破茧成蝶的？小蝌蚪又是怎样变成青蛙的呢？带着这些问题，三年级的小小探究家们开展了对探究生命循环这一主题的探究活动。
在探究过程中，孩子们在教室里养了蚕宝宝，栽种了豆子，并每天进行观察记录。通过观察探究，我们了解到生物都要经历出生，生长，繁殖和死亡的过程，孩子们也提出了对于生命的一些疑问，如为什么生物都会死亡呢？死亡后的生物将去向哪里？
为了帮助孩子们更好地理解生命的自然规律，我们邀请了心理老师给孩子们开展了一堂生命教育课。教育孩子要保护个人生命安全，享受生活以及珍惜身边人。希望孩子们能珍惜和敬畏生命，构建和传递积极的生命价值观。
孩子们在探究的过程中也发现了有的种子不发芽，有的植物停止了生长，有的蚕宝宝没有变化成蚕蛾，所以我们得出了生命循环也面临着一系列的威胁的结论。我们的探究是希望学生能够运用所学的知识技能去解决生活中的真实问题，达到学以致用，知行合一的目的。联系我们的校园生活，我们可以发现在我们的校园里也有很多的动植物，为了帮助校园里的动植物健康生长，构建绿色校园生态系统。
在结题展上孩子们通过介绍生命循环海报，绘制环保主题画，发起环保倡议，以及制作昆虫屋和鸟窝等活动来展示自己的探究成果并发起行动。在这次的生命循环的探究过程中，孩子们通过在不同的探究活动强化了学习技能，也知道了生命循环意义，并学会了感悟生命、热爱生命、尊重生命。
G4物质
我们身处于一个丰富多彩的世界中，孩子们每天都会接触多种多样的物质。四年级的同学们开展了有趣而又充实的“物质”探究之旅。在主题学习中，孩子们对物质进行分类，认识了物质的三种形态：气体、液体和固体。同时了解煤炭的形成过程原来这么复杂、这么漫长，真让人不可思议！
我们通过各种实验来理解物质性质的变化。比如：淀粉遇上碘会变蓝；白醋和小苏打混合产生二氧化碳气体，将燃烧的火柴过去瓶子里，火柴熄灭了。紫甘蓝加入白醋变色等。通过实验，孩子们意识到物质在搅拌、加热等条件下可能会发生化学变化。物质的变化可能会给我们的家园带来美丽，例如布料扎染、新药研制，同时也可能会带来伤害，比如使用过多石油，学生明白了会造成汽车排放尾气。我们需要寻求一种更加环保的新物质来使用，比如：天然气。
结题展上，学生通过展示矿石与化石的标本，跟大家普及矿石与化石的形成及作用，孩子们了解了矿石的功能和用途，学会保护地球上的矿产资源；通过闻香识别柜台，了解香水成分；通过自制饮品了解物质通过搅拌产生物理变化；通过围炉煮茶，观察了蜡烛的燃烧，由固体变成液体的化学。
G5力
G5的同学们围绕探究主题“力”，以“科学 ”为核心学科，从三个方面展开探究：各种看不见的力；力和运动之间的关系；人们对力的使用。
重点融合科学、英语 、数学 等学科领域知识，同学们通过探究生活中各种看不见，但又真实存在的力，比如重力，摩擦，空气阻力，静电力等等，同时了解力与运动之间的关系，比如力是如何改变物体运动状态的，然后进一步探究各种不同的力在生活中的实际应用，比如汽车和飞机头部的流线型结构等。结题活动中，同学们通过探究所学，选择几组自己感兴趣的力，制作出精美的海报并进行相应的实验展示。
在展示过程中，同学们需要自己动手准备和完成实验，不仅加深了他们对有关原理的理解，而且在一定程度上提高了同学们的学习兴趣与实践能力；此外，对海报和实验进行全英或双语介绍，加强了同学们的英语输出，有助于提升同学们的口语表达能力。
G6太空
浩瀚宇宙，充满神秘的色彩。G6的学生在这个单元中开启了对神秘太空的探索。同学们提出许多关于太空的问题：宇宙中存在其它生命吗？是否有适宜我们人类生存的其它星球？未来我们可以去太空旅游吗？太空的全景是怎样的？黑洞是如何形成的？为什么冥王星在太阳系中被除名……
同学们带着问题，搜集了各种资料来寻找答案。他们还根据行星的大小、相互的距离、特征，使用手工粘土制作太阳系模型，对行星的准确位置有了更清晰直观的认识。
研究月相变化时，同学们通过观察太阳、月亮、地球的位置，将奥利奥饼干的白色部分作为被太阳照亮的部分，黑色部分作为未被照亮的部位，吃出月亮的变化过程，探索月亮阴晴圆缺的形成原因。同学们使用时间轴梳理不同国家有关太空探索的的发展史。通过制作水火箭实验，探究火箭结构及发射原理……
结题展上，同学们以小组为单位，有的制作火箭模型，解释火箭发射原理，研究飞行轨迹；有的展示天宫课堂实验，区分地面上的实验与天宫环境实验；还有的小组展示未来太空之城，若地球资源枯竭，人类移居太空，那我们在太空中会有什么样的居住环境呢？同学们结合科技、生活、交通展开天马行空的想象……
爱因斯坦说：“科学是无止尽的，它是一个永恒的谜。” 我们一直相信每个孩子有着与生俱来的好奇心与探究欲，而探究课正是锻炼孩子们的各项技能，培养孩子们的探究精神，帮助孩子们理解世界，同时也愿每个孩子能够永葆对未知世界的好奇与探究热情，成为一个勤于思考、积极探究、全面发展的终身学习者。
Knowledge is boundless, and the world is a classroom. IB PYP is committed to creating real situations to support children's learning and stimulate their enthusiasm for self-inquiry in order to achieve the best learning results.
In this unit, with a strong enthusiasm for inquiry, the children launched a six-week exploration journey around the trans-disciplinary theme of "How the world works".G1-G6 students respectively explored the laws of nature, light and sound, the cycle of life, matter, force and space.In March, students ushered in the first inquiry unit of this semester's exhibition. Through the exhibition, they demonstrated their understanding of the central idea of the unit, the knowledge they gained, the skills they improved, and the learner profiles they achieved through unit inquiry learning.
Now let's witness the wonderful learning display of the children!
G1Natural Laws
In Grade 1, the focus of this unit is " Natural Laws ", and the children have a series of learning and inquiry around the basic premise of the unit, "People discover dynamic natural rules via comprehending nature".
Beginning with the first line of inquiry, "Common Natural Phenomena," children investigate a variety of common natural phenomena that surround us, such as seasons, natural sounds, thunderstorms, lightning, rainbows, and individual gravity phenomena. In the second inquiry line, "The Laws of Nature," the children described the related natural laws by investigating the reasons behind numerous natural phenomena, such as rainbow formation conditions, sound transmission components, seasonal change characteristics and causes, and so on. It is also recognized that volcanoes require specific conditions to erupt, and the number of active volcanoes in the planet is significantly fewer than the number of extinct volcanoes. In the final line of inquiry, "people's use of natural laws," children learn that great scientists, such as Edison and other scientists who finally transformed our world's first light bulb after countless failures, will create inventions that are beneficial to mankind through the study and use of various natural laws.
At this online final display, the children also transformed into little scientists, doing experiments on natural phenomena ranging from non-Newtonian fluids to milk rainbows, elastic eggs, and so on.
G2 Light and Sound
The topic of Light and Sound falls under the theme of “How the World Works”. The ubiquitous light and sound in life provide the most intuitive and authentic materials for children's inquiry activities. Through getting exposed to light and sound in life, the children were inspired to ask many questions about light and sound.
Based on a series of questions raised by themselves, the children explored a lot about the nature of light and sound, as well as the principles of people using the nature of light and sound to create inventions. For example, they learned that light travels in straight lines through experiments on light. They understood the working principle of the camera through experiment of pin hole imaging. Through shadow activities, they knew the traditional Chinese culture -- shadow play.
Through the experiment of "broken spoon", they found the refraction of light. By playing various Musical Instruments, They learned that sound is vibration; They felt the sound wave by making string telephone; They distinguished between three primary colors of light and the three primary colors of pigment... Through this topic of inquiry learning, the children's research skills have been fully developed.
In UOI exhibition, the students displayed their achievements of interdisciplinary integration learning. After they played and sang a song together, they demonstrated many experiments on light and sound to teach others about the nature of light and sound, and also introduced their DIY handmade and inventions. The children's communication skills were further promoted.
G3 Life Cycle
Central idea:All living things go through a process of change.
How does a small seed grow into a big tree? How does a caterpillar become a butterfly? How does a tadpole become a frog?In order to answer these questions,the inquirers of G3 had UOI lessons about life cycle.Children raised silkworms and planted beans in the classroom and made daily observation records. We learned that all living things go through the process of birth, growth, reproduction and death with observation and investigation.And children also asked some questions about life.Like why do all living things die? Where will the dead things go?In order to help students get better understanding about the natural laws of life, we invited a psychology teacher to have a life education class.
From this lesson students knew how to protect their personal lives, to enjoy life.Children also found that some seeds did not germinate, some plants stopped growing, and some silkworms did not change into moths.So we made a conclusion that the life cycle also faces a series of threats.We hope children enable to use the knowledge and skills they have learned to solve real-life problems.There are also many plants and animals in our campus. In order to help the plants and animals in our campus grow healthily and build a green campus ecosystem.At the exhibition, children presented their investigations through activities such as introducing the life cycle poster, drawing environmental poster, launching environmental initiatives, and making insect houses and birdhouses.
Children reinforced their ATL through different inquiry activities and learned the meaning of the life cycle and learned to appreciate life, love life and respect life during this UOI.
G4Matter
We are in a colorful world, and children are exposed to a variety of matters every day. The grade four students embarked on an interesting and fulfilling "matters" exploration journey. In the thematic study, children classify matters and understand the three forms of matters: gases, liquids and solids. At the same time, it is incredible to understand that the coal formation process is so complicated and long!
We understand the changes in the properties of matter through various experiments. For example, starch turns blue when it encounters iodine; white vinegar and baking soda are mixed to produce carbon dioxide gas, which passes the burning matches into the bottle, and the matches are extinguished. Purple cabbage with white vinegar to change color, etc. Through experiments, children realize that matters may undergo chemical changes under conditions such as stirring and heating. Matters changes may bring beauty to our home, such as cloth tie-dying, the development of new drugs, but also bring harm, such as excessive use of oil. Students understand that it will cause car emissions. We need to find a new and more environmentally friendly matters to use, such as natural gas.
At the exhibition, students popularize the formation and role of ores and fossils by displaying specimens of ores and fossils. Children understand the function and use of ores and learn to protect mineral resources on the earth; know the composition of perfume through smelling and identification counters; learn the physical changes in matters through stirring through homemade drinks; and observe the burning of candles from solids to liquids through cooking tea in the stove.
G5 Force
The G5 students focus on the theme of "force" and take "science" as the core discipline to explore from three aspects: various invisible forces; The relationship between force and motion; People's use of force. Focusing on the integration of knowledge in science, English, mathematics and other disciplines, students will explore various invisible but real forces in life, such as gravity, friction, air resistance, electrostatic force, etc., and understand the relationship between force and motion, for instance, how force changes the state of motion of objects, and then further explore the practical application of various forces in life, for example, the streamlined structure of automobile and aircraft head. In the exhibition, the students selected several groups of forces that they were interested in by exploring what they had learned, produced exquisite posters and carried out corresponding experimental demonstrations.
During the demonstration, students need to prepare and complete the experiment by themselves, which not only deepens their understanding of relevant principles, but also improves their learning interest and practical ability to a certain extent; In addition, the posters and experiments were introduced in English or bilingual, which strengthened the students' English output and helped improve their oral expression ability.
G6 Space
The universe is full of mystery. Grade 6 students embark on an exploration of the mysteries of space in this unit. The students asked a lot of questions about space: Is there other life in the universe? Are there other planets suitable for us? Can we travel to space in the future? What is the panorama of space? How do the black holes form? Why Pluto was banished from the Solar System...
Students with questions, collected all kinds of information to find the answer. They also made a model of the solar system using hand-made clay based on the size of the planets, their distance from each other, and their features to get a clearer and more intuitive understanding of the exact positions of the planets. To study the phases of the moon, students observed the positions of the sun, moon and earth. They took the white part of Oreo cookies as the part that was illuminated by the sun and the black part as the part that was not illuminated. They ate the changes of the moon and explored the causes of the waxing and waning of the moon. Students used the timeline to sort out the history of space exploration in different countries. By making water rocket experiment, explore rocket structure and launching principle......
In the exhibition, some students made rocket models, explained the launching principle of rockets and studied flight trajectories . Some show the Tiangong classroom experiment, distinguish the experiment on the ground and the Tiangong environment experiment; Another group showed the future of space city. If the earth's resources are exhausted and human beings move into space, what kind of living environment will we have in space? Students combined science and technology, life, transportation to open the imagination......
Einstein said: "Science is endless, it is an eternal mystery."We have always believed that every child has innate curiosity and desire to explore, and the inquiry course is to exercise children's skills, cultivate children's spirit of inquiry, help children understand the world, but also hope that every child can keep the curiosity of the unknown world and explore enthusiasm, become a diligent thinking, active exploration, well-balanced development of lifelong learners.