EY4A

01

To break down the Central Idea: “People’s actions affect their relationships with others”, the students had to know their friends in their new classes. Drawing each other on transparent screens while making funny expressions helped break down the ice. Using loose parts to create expressions was also another activity that connected their understanding to the first line of inquiry: How emotions affect us and others.

为了引入这一中心概念："人们的行为会影响他们与他人的关系"，学生们必须认识来自新班级的朋友。比如我们会鼓励学生在透明屏幕上互相画画，同时做出有趣的表情，这有助于打破彼此第一次见面的僵局；教师还带领学生用单独的材料制作出表情，这也是将他们的理解与第一条探究线联系起来的另一项活动：情绪如何影响自己和他人。

02

To find out how emotions affect us, the students visited the Secondary Science laboratory to learn what “affect” means. Mr Kyle demonstrated 3 different science experiments to show how objects were affected by liquids and heat. The visual demonstrations enabled students to link how our feelings are affected by actions.

为了了解情绪是如何影响我们，学生们参观了中学科学实验室，学习 "影响 "的含义。教师Mr. Kyle演示了三个不同的科学实验，展示了液体和热量对物体的影响。直观的科学演示让学生们联想到我们的情绪是如何受到行为影响的。

03

Moving on the inquiry cycle, the student drew and listed out what made them happy, angry, sad, and scared. They sorted out the “feelings pizza” as a whole class and identified similarities and differences in scenarios. The students pointed out that situations and people affected their emotions in their stories.

探究中，学生们用绘画形式列出了让他们感到高兴、愤怒、悲伤和害怕的事情。全班级学生在老师的带领下“整理情感披萨”，并找出了各种情景的异同。最终，学生明白了，在他们的故事中，情景和人物是如何影响了他人情绪的。

04

Well-being Week in ISA Science City corresponded with our learning to help students self-regulate and strategise ways to cope with big feelings. Breathing exercises, games and going on a nature walk were some activities that the students did. One of the results was their air-clay sculptures displaying emotions and/or a self-regulating action.

学校举办的 "幸福周 "活动也与我们的学习相呼应——不仅可以帮助学生进行自我调节，还可以制定应对情绪变化的方法。比如学生们进行了呼吸练习、游戏和自然徒步等活动，并制作了空气粘土雕塑，展示了他们对情绪以及自我调节行为的理解。

The second line of inquiry: Collaborating and developing relationships with others – saw the students in a challenge to build a tower made of straws in their small groups. Brainstorm sessions on friendships and relationships took place and we saw students becoming mindful of their communication with each other.

第二项探究：与他人合作并建立友好关系--学生们在小组中挑战用吸管搭建一座塔，在关于友谊和人际关系的头脑风暴环节中，我们看到学生们开始注意并看重彼此间的沟通。

05

The final line of inquiry: Our choices and actions influence relationships around us – made students reflect on acts of kindness. These acts impact how we build relationships with one another. Through Show & Tell and group work, the EY4 students have developed their understanding to become caring and principled learners.

最后一条探究线：我们的选择和行动影响着我们周围的人际关系--让学生反思他们善意的行为，这些行为影响着我们如何彼此之间建立关系。通过展示，讲述和小组合作学习，大班的学生能够更加透彻理解如何成为有爱心和有原则的学习者。

To conclude the unit, the students made Stop-motion videos to showcase their creativity and understanding. The process of creating the videos not only showcased their teamwork but also reflected what they learnt about communication, collaboration and putting the concept of kindness into action.

探究单元最后，学生们制作了定格动画视频，展示了他们的创造力和理解力。同时，制作视频的过程不仅展示了他们的团队合作精神，还反映了他们所学到的关于沟通、协作和将友好理念付诸行动的知识。

EY4B