小学阶段，每个年级都会在一整个学年中，经历6大超时空主题的“探究单元”，这些探究单元如同大的框架和学习线索，将知识、技能、兴趣及习惯养成统统纳入其中。让孩子们在对自己感兴趣的主题探究中，完成以上种种能力的积累。

以“我们身处何种时空”单元主题为例，这一次，青苗海淀的一年级同学们在对各地美食兴趣盎然的探究中开启了本单元。

中心思想：科技带给我们更多食物选择。

探究线索：

1.  一个地方的位置决定了人们的食物种类

2.  人们在旅行时通过食物分享文化

3.  科技如何改变了我们的食物选择

At the primary school level, each grade will experience six transdisciplinary themes of global significance over a year. Students learn knowledge and skills, develop interests, and cultivate habits, within the big topic through inquiry learning. Within the theme of "Where we are in place and time", Grade 1 students began the unit by exploring the cuisine of different places across the globe. 

The Main Idea: 

Technology gives us more food choices.

1. The location of a place determines what kind of food people eat

2. People share culture through food when they travel

3. How technology has changed our food choices

世界七大洲，五大洋，各有不同。我们邀请来自世界各地的老师们为同学介绍自己国家/家乡的美食。同学们在用眼睛、头脑、双手、嘴巴感受、“品鉴”各地美食的同时，也开启了他们对各地地理、气候、特产的了解。

The world's seven continents and five oceans are uniquely distinct. We invited teachers from all over the world to introduce the cuisine of their own country/hometown to students. Students engaged with their eyes, hands, and mind, to feel and "taste" the local food. It also gave the students the opportunity to widen their understanding of geography, climate, and specialties.

How do so many delicious foods get to our country? How do they get to everyone's table? Inspired by the teacher's leading questions, the students began to brainstorm:

Bananas and other fruits are harvested, picked, transported to supermarkets, and then bought by us to prepare at home.

Sushi comes to our table as a result of fishing and harvesting seaweed, growing rice, and then being made into sushi rolls.

We can sit at home and order food using mobile apps, and then it will be delivered to us by a courier.

The power of science and technology is reflected early in the process of understanding where our food comes from. Harvesting tools, transportation tools, and mobile phone software, are the products of advanced technology. Thanks to the development of science and technology, food has changed from being only locally grown food, to delicacies from across regions, countries, and oceans.

与传统教学过程中“唯分数”的单一评估方式不同，在探究式、项目式的单元学习中，评估方式主要是由“形成性评估”和“总结性评估”两个方面组成的。

形成性评估，顾名思义就是主要看过程，比如：课堂上的表现、课后作业的完成情况、小组内的任务担当等，这些具体行为表现都将被记录在孩子的成长评价手册中，成为综合评估参考数据之一。比起试卷上的一个分数，我们更看重的是，孩子每一天的点滴进步和成长。

总结性评估除了定期的知识测验外，主要通过一个评估单元结束后的成果展示来体现。

What did the children learn in this unit? 

How is the children’s learning evaluated?  

The use of formative assessments and summative assessments are essential in the learning process, so the lesson plans can be tailored according to children's learning feedback.

The ‘celebration of learning’ is the end of unit presentation and is an essential part of the inquiry learning unit. This is when students study, think, cooperate, evaluate, reflect, and adjust the results of their learning, culminating in the end of unit presentation where they share what they have learned. The celebration of learning is a stage for children to build confidence and to demonstrate their achievements.

The Grade 1 teachers and students decided to share their learning achievements with the whole school through a "food exhibition", which was loved by all who attended.

Students formed groups according to their favorite countries. Group members explored the geographical location and national flag, flower, foods, and raw materials, of this country in the exploration classes, and finally made posters to demonstrate their findings.