北皋小學(xué)部探究之旅：來看孩子們的“無墻”課堂！

Purposeful inquiry is powerful（有目的的探究學(xué)習(xí)充滿能量），所以，進(jìn)行每個單元探究教學(xué)時，北皋小學(xué)部的老師們除了精心設(shè)計課堂探究學(xué)習(xí)之外，還會將課堂延伸到更廣闊的空間——或是邀請外部專家走進(jìn)校園，為學(xué)生們做講座，或是帶領(lǐng)學(xué)生探究出行，為他們創(chuàng)造將課堂所學(xué)內(nèi)容和實際生活建立聯(lián)系的機會，來產(chǎn)生可遷移的知識理解。

“每次外出探究之前，年級老師代表都會提前踩點，為學(xué)生設(shè)計開放性的、具有探究空間的探究學(xué)習(xí)任務(wù)，因為具有針對性和目的性的探究學(xué)習(xí)能幫助學(xué)生建立持久而深遠(yuǎn)的理解！”北皋小學(xué)部PYP課程協(xié)調(diào)員馬鳳仙老師介紹說。

經(jīng)過精心的設(shè)計和實施，北皋小學(xué)部各個年級的探究出行都收獲滿滿，我們選擇其中一些和大家分享：

KG

中國科技館

學(xué)習(xí)“世界如何運作”探究單元時，KG小朋友在3月份參觀了中國科技館，體驗了 “兒童科學(xué)中心”。體驗過程中，孩子們對本單元的中心思想“我們周圍的各種簡單機械使生活更輕松”形成了深刻的理解。

在“我是建筑工人”活動中，小朋友們戴上安全帽，穿上工服，體驗房屋建設(shè)過程中的多個環(huán)節(jié)，體會建筑施工過程中蘊含的不同科學(xué)知識和科學(xué)技術(shù)。

“小球大冒險”環(huán)節(jié)，小朋友們操作多種機械，使得小球完成滾動、提升、拋射、轉(zhuǎn)移、下降等多個“冒險動作”，體驗一起玩球的樂趣，觀察小球的運動軌跡，認(rèn)知生活中的機械結(jié)構(gòu)，激發(fā)探索的興趣！

G1

中華民族園

今年1月，學(xué)習(xí)“我們身處什么時空”主題探究單元的1年級學(xué)生踏上了前往中華民族園的探索之旅。這次出行旨在幫助孩子們深入了解不同民族的歷史文化，發(fā)現(xiàn)過去與現(xiàn)在的聯(lián)系，以及比較不同文化的特點。

孩子們在出行中學(xué)習(xí)了各民族的起源、參觀了民族建筑和各民族特色的手工藝品。更寶貴的是，他們對多元文化有了更深刻的認(rèn)識，學(xué)會了尊重和欣賞不同的生活方式。

G2

奇趣農(nóng)場

在“共享地球”探究單元，2年級學(xué)生探索了動植物如何在棲息地過完自己的一生。去年10 月 ，全年級開啟了前往農(nóng)場的“探險”。他們此行的目的是——學(xué)習(xí)農(nóng)作物和動物如何在獨特環(huán)境中茁壯生長的實用知識。學(xué)生們興奮極了。

到達(dá)農(nóng)場后，大家立即沉浸在各種引人入勝的活動中。從摘取新鮮的蔬菜到準(zhǔn)備美味的黃瓜沙拉，他們熱切地抓住每一個親手體驗的機會。此外，學(xué)生們還與農(nóng)場里的山羊貓王和夏奇拉互動。

為了培養(yǎng)他們的好奇心，學(xué)生們被分配了任務(wù)，去識別不同的植物、蔬菜、果樹、昆蟲和動物。他們也去挖了紅薯，觀察紅薯復(fù)雜的結(jié)構(gòu)。學(xué)生們深入探究了雞的生命周期，仔細(xì)研究雛雞發(fā)育的階段。大家以團隊形式合作，興奮地探索，做筆記，享受著真正的學(xué)習(xí)實踐。一天下來，孩子們不僅玩得開心，還帶著豐收的紅薯、新鮮蔬菜和水果回到了學(xué)校！

G3

自然博物館

最近，3年級學(xué)生完成了第5單元的學(xué)習(xí)。孩子們探索了生物體如何調(diào)整其結(jié)構(gòu)和行為，以便能在特定的環(huán)境中生存。大家了解了許多動物和植物的適應(yīng)行為，以及生物體如何隨時間變化。

為了促進(jìn)對知識的了解，5月里，孩子們來到國家自然博物館參觀。他們利用自己對植物適應(yīng)行為和對化石的現(xiàn)有理解來參觀植物和恐龍化石展覽，也記錄了詳細(xì)的筆記來豐富課堂作業(yè)，同時更加理解了如何將化石用作理解環(huán)境變化的證據(jù)。

G4

汽車博物館

在4年級的第6個探究單元中，學(xué)生們探索了創(chuàng)新和經(jīng)濟發(fā)展是如何相互聯(lián)系的。在人類社會的眾多創(chuàng)新活動中，我們選擇交通和通信為重點，引導(dǎo)學(xué)生研究這些領(lǐng)域的創(chuàng)新如何改變了我們的生活、工作和互動方式，以及這些創(chuàng)新與經(jīng)濟發(fā)展的關(guān)系。

作為本單元的激發(fā)趣味的活動，5月里，4年級師生參觀了汽車博物館。參觀過程中，孩子們著重記錄了他們對這些問題的思考和觀察：汽車使用了什么技術(shù)、汽車如何創(chuàng)造物質(zhì)財富和汽車如何幫助人們？出行回來后，孩子們在課堂上分享了自己的記錄，探討了汽車創(chuàng)新與經(jīng)濟發(fā)展的聯(lián)系。

G5

京杭大運河博物館

5月，5年級學(xué)生走進(jìn)了北京京杭大運河博物館，深入了解古代貿(mào)易的輝煌篇章。博物館內(nèi)陳列著豐富的文物和歷史資料，讓學(xué)生們仿佛穿越時空，親身感受大運河在古代貿(mào)易中的關(guān)鍵角色。他們了解到大運河作為南北貿(mào)易的主要通道，不僅促進(jìn)了沿岸城市的繁榮與發(fā)展，更見證了中華文明的輝煌。

博物館中的古代船只模型、貿(mào)易貨幣、絲綢和瓷器等展品，都讓學(xué)生們深刻感受到運河貿(mào)易的繁榮與昌盛。這次參觀，讓學(xué)生們對古代貿(mào)易有了更深刻的認(rèn)識和理解，也讓他們更加珍視和傳承中華文化的瑰寶。

Purposeful inquiry is powerful.Therefore, to complete each Unit of Inquiry, teachers at Beigao Elementary not only design classroom—based inquiry learning, but also extend that learning outside the classroom.This is achieved by inviting external experts onto the campus to give lectures for students and by guiding students to explore these concepts via trips, thus creating opportunities for students to make connections between what they have learned in the classroom to their real lives. To create opportunities to make connections is to generate transferable knowledge and understanding, an important skill for students to have.

“Before each Field Trip, grade level teacher representatives scout out the places and design open—ended, inquiry—specific learning tasks for students. Focused and purposeful inquiry learning helps students build lasting and far—reaching skills and awareness!” said Ms. Catherine Ma, PYP Coordinator of Beigao Elementary School.

With such careful design and implementation, all grades at Beigao Elementary have been rewarded with Field Trips. Here are the highlights from some of them:

KG

China Science and Technology Museum

For the “How the World Works” Unit of Inquiry, KG students visited the China Science and Technology Museum in March to experience the “Children's Science Center.” During this, they developed a deep understanding of the central idea of the unit, “simple machines around us make life easier”.

The “I am a Construction Worker” activity at the museum was very popular with students! They put on helmets and uniforms to experience many aspects of the construction process, which helped them appreciate the different sets of knowledge and technology used during that process.

In the “Ball Adventure” session, students actively operated a variety of machinery, allowing the ball to complete rolling, lifting, projecting, transferring, dropping, and other “adventure” movement links! Experiencing the fun of playing with the balls led students to also observe the ball's trajectory while being cognizant of the mechanical structure of life, stimulating the interest of exploration!

G1

Chinese Nationalities Garden

In January, during the “What Time and Space Are We In?” unit embarked on an exploratory trip to the Chinese Nationalities Garden. The purpose of the trip was to assist students in gaining a deeper understanding of the history and culture of different ethnic groups, to discover the links between the past and the present, and to compare the characteristics of different cultures.

During the trip, they learned about the origins of each ethnic group and visited buildings and handicrafts unique to each ethnic group. They gained a deeper understanding of multiculturalism and learned to respect and appreciate different ways of life!

G2

Curious Farm

In their “Sharing the Planet” Unit of Inquiry, students explored how animals and plants depend on their habitat to complete their lifecycles. In last October, Grade 2 embarked on an adventure to a farm. Their mission? To gain practical knowledge about the incredible world of crops and animals that thrive in such a unique environment. Students were buzzing with excitement as they ventured beyond the familiar school grounds, ready to dive into a day filled with exploration and discovery.

Once they arrived at the farm, students wasted no time in immersing themselves in a variety of engaging activities. From harvesting fresh vegetables to preparing delicious cucumber salads, they eagerly embraced every opportunity to get their hands dirty. But it wasn't just about the plants; the students also had the chance to interact with the farm's resident goats, Elvis and Shakira.

To nurture their inquisitive minds, the students were assigned tasks that required them to identify different vegetables, fruit trees, insects, and animals. They also had the chance to dig up sweet potatoes, allowing them observe its intricate structures. Students then delved into the life cycle of chickens, closely examining the stages of chick development within eggs.

Working together in teams, students eagerly explored their surroundings, taking notes and immersing themselves in a truly hands—on learning experience. As the activity came to a close, not only did everyone have an absolute blast; but they also returned to school with a bountiful harvest of sweet potatoes, other fresh vegetables, and various fruits. It was an unforgettable field trip!

G3

Museum of Natural Science

Grade 3 recently completed Unit 5. In this unit, students explored how organisms adapt their structures and behaviours to allow them to survive in a particular environment. Students learnt about a number of animal and plant adaptations and how organisms change over time.

To further promote understanding, students visited the Museum of Natural Science in May. Students were able to draw on their existing understanding of plant adaptations and fossils to engage with the plant and dinosaur fossils exhibits. They recorded detailed notes to supplement their classwork and enhanced their understanding of how fossils can be used as evidence to understand changes in the environment.

G4

Auto Museum

In the 6th Unit of Inquiry, students explored how innovation and economic development are interconnected. Of the many innovative activities in human society, we chose to focus on transportation and communication — leading students to investigate how innovations in these areas have changed our lives and how they encourage economic development.

In May, students and teachers visited the Automobile Museum. During the visit, students focused on recording their thoughts and observations about these questions: “What technologies are used in cars?” “How do cars make money?”, and “How do cars help people?” Upon returning from the trip, they shared their notes in class and explored the connection between automotive innovation and economic development.

G5

Beijing—Hangzhou

Grand Canal Museum

In May, 5th graders went to the Beijing—Hangzhou Grand Canal Museum in Beijing to learn more about this glorious chapter of ancient trade. With a wealth of artifacts and historical information on display, the museum allowed students to feel as if they had traveled through time and space to experience first—hand the key role of the Grand Canal. They learned that the Grand Canal —as the main channel for north—south trade— not only promoted the prosperity and development of coastal cities, but also bolstered the glory of Chinese Civilization.

The exhibits in the museum included models of ancient ships, trade currencies, silks, and porcelains. All of these gave the students a deep impression of the prosperity and flourishing of the canal trade. Altogether, this visit gave the students a deeper understanding of the ancient trade, and also encouraged them to cherish and pass on the treasures of Chinese culture!