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PYP | UOI结题展:共享地球 感受生命之美

2023-12-18发布于广东

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UOI Celebration

ASJ PYP


Sharing the Planet is our second transdisciplinary theme we explored in this term. It’s an inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things;communities and the relationships within and between them;access to equal opportunities; peace and conflict resolution.


In the UOI celebration, students from different grades presented their learning to members of the learner community. Let us look together. 





G1


Growing up!



CI: The survival on living things depends on how they respond to change.



Students have worked conscientiously throughout this unit, and it is very evident, they have used their knowledge on how plants grow during the unit to grow their own plants, which was a success. They showcased their own living plant as well as share their knowledge on how they nurtured their plants to grow in addition to identifying their growth stage.



On the UOI exhibition, students  were grouped in 4 teams: Team life cycle; Team How a plant eats; Team Vegetables and Team Parts of a Plant. The grade 2’s visited their exhibition, they looked at their posters and asked them questions concerning their plants and posters. Students knew their roles within their groups they were able to answer questions about their posters as well as telling other peers about the plants they planted.



It is safe to say Grade 1s will take care of our planet and no one will go hungry when they are around, good job little farmers!


G2


Animal Kingdom

Endangered Animals



CI: The survival of species on Earth depends on environmental conditions.



ASJ’s amazing Grade 2 students tuned in, found out,sorted out, went further,  made conclusions and took action while exploring the world wide web to find prudent information pertaining to their Endangered Animals for the end of the unit celebration. Students asked questions, researched valuable information tirelessly about their specific endangered animal, and presented to the ASJ community. Students flawlessly identified how some humans are the reason for some animals being endangered. 



For example, a Big Eyed Tuna is endangered because of overfishing unfortunately too many are taken from the ocean which leaves their environment unbalanced. African Forest Elephants are endangered because of deforestation which is the destruction of their habitat also poaching decreases their numbers because they’re killed for their ivory tusks which are sold to concoct medicine and even jewelry. Researching is a critical life skill that students utilize inside and outside of the classroom for the rest of their lives. 



I’m extremely proud of how quickly they’ve understood the concept knowing their efforts will bring awareness for endangered animals!


G3


Natural Resources



CI : People use natural resource and it affects the sustainability of the society.



In UOI, children are encouraged to think positively and develop their thinking, social and communication skills through action.



So, this unit explores the central idea ‘people use natural resources, and it affects the sustainability of our society’. An early exploration of this topic allowed children to under the role of rational consumption in our lives.



On this basis, the children want to realize the recycling of old things through the flea market, participate in the circular economy, and practice the concept of supporting the community through preventing pollution.



By selling 2nd hand items from their homes, students had the opportunity to get an in-depth understanding of the topic of producer and consumer inquiry.



From previous studies in supply and demand, children knew that their kid-demographic customers would want toys, books, stationery and clothes. This allowed the action to be a demonstration of Grade 3 saying no to unreasonable consumption.


When asked about why they were doing this flea market for their action, many kids were proud to answer that they were supporting their community. 


G4


Equality of Opportunity



CI: People are entitled to the opportunities offered by society, and are responsible for promoting the balanced development of society.



Students produced a self-made book in groups about the topic “Sharing the Planet.”. They had to choose one sustainable development goal (SDG) that shows how humans can share the planet equally. They had to write and illustrate the book and promote a positive contribution to their SDG. 



Students went on a mini-field trip to the library for this task and learned what a book is and has: a title, subtitle, author, price, table of contents, and bar code. Students also had to exemplify collaboration skills, showing care and balance. They took on different roles, such as illustrator, writer, co-writer, editor, and creator. Students did extremely well for this and showed care for each other as well as the planet by highlighting environmental problems. 



The groups made really beautiful and creative books that showed their learning and understanding about each human’s responsibility for a shared, healthy, and sustainable planet.



Learners also made a poster as a background for their books and displayed them at a book fair in the library to a wide school audience. The background poster stated the group members names, their SDG, their book title and goal, as well as decoration. Students practised their presentations and included an educational message in their work and presentations about helping others, saving energy and resources, or protecting the planet. Through this assessment, students practised their social and communication skills, as well as empathy and sympathy for other students who needed support.


G5


Public Emergencies



CI: Public emergencies affect social life and operations.



The 9th of November was an exciting and insightful day as the G5 students embarked on a field trip to Guangzhou Science Centre as part of their inquiry process. This was an experience where students connected the theoretical learning to real life experience. The experience contributed largely to the successful and exciting UOI exhibition.



The exhibition brought us to the conclusion of Unit 2 about Public Emergencies, a process which was both interesting, at times stressful, but filled with fun facts and knowledge gathering process.



The exhibition/action day was marked with saw a display of works and knowledge, demonstration of different scientific experiments like how to create your own DIY seismograph which can detect and record movements on the ground, movements which may be indicators of mild or violent earthquakes.



Students also help information session where they explained how to deal with public emergency to visitors. They also had samples of emergency kits which serve as preparedness for emergency, especially for people who live in emergency prone areas. Global warming and climate change were also cited as reasons why it is advisable for most people to always have an emergency kit ready for possible eventualities.



The highlight was the demonstration of their scientific learning where a volcano model was built, followed by the demonstration of a volcanic eruption.


The post action day reflection proved how exciting learning is, as students articulated how happy they were to see people interested in what they had to share. They were very proud to have been able to demonstrate their knowledge to both their senior and junior schoolmates.


Another exciting confirmation of the beauty of inquiry based learning is in the bag!



G6


Peace and Conflicts



CI: The generation and resolution of conflicts change people's lives.



Students explored how conflicts between people can affect everyone. They looked at how these conflicts start and how finding solutions can make a big difference for individuals and communities. The goal was to help students understand why conflicts happen and how making peace is really powerful.



Students learned about the reasons behind fights and disagreements, like things from history, politics, money, and how societies work. They saw examples from the real world to understand that conflicts are usually a mix of old problems, unfairness, and differences in how people live.



IB aims to develop inquiring, knowledgeable and caring young people who  help to create a better and more peaceful world through intercultural understanding and respect. Maintaining world peace is not only the wish of all of us, but also the responsibility of each of us. Learning to find and solve various conflicts in life, saving various resources of nature, protecting biological diversity, and realizing sustainable development of human beings and nature require each of us to pay our own actions.

UOI Celebration

ASJ PYP


“共享地球”是我们本学期探究的第二个超学科主题。这是一个探究努力与他人及其生它物分享有限资源时的权利和责任;群体/社区以及他们内部及之间的关系;机会均等;和平与解决冲突等话题的主题。


结题展示活动中,不同年级的同学们向学习者社区的成员们展示了他们的学习收获。让我们一起来看看吧!



G1


生长



中心思想:生物的生存取决于它们对变化的反应能力。



在本单元中,学生们认真学习,并利用本单元所学的植物生长知识种植了自己的植物。他们不仅展示了自己种植的植物,并分享了自己如何培育植物生长以及辨别植物生长阶段的知识。



结题展上,学生们分成 4 个小组,分别展示了生命周期、植物如何进食、蔬菜和植物的组成部分的探究成果。二年级的学生参观了他们的展示,观看了他们的海报,并就他们的植物和海报提出了问题。学生们非常清楚自己在小组中的角色,他们能够回答关于自己海报的问题,并向其他同学介绍自己种植的植物。可以说,一年级的孩子们会爱护我们的地球,有他们在,没有人会挨饿,小农夫们干得好!



G2


动物王国

濒危动物



中心思想:地球上物种的生存取决于环境条件。



二年级学生通过探究循环--导入,发现,梳理,延申,得出结论及采取行动,支持他们的探究学习。他们通过上网搜集濒临灭绝的物种信息,来为他们的单元结题活动做准备。学生们提出问题,不知疲倦地研究有关特定濒危动物的有价值的信息,并向ASJ社区展示。



学生们指出了人类是一些动物濒临灭绝的原因。例如,由于过度捕捞,大眼金枪鱼濒临灭绝,不幸的是,太多的人从海洋中捕捞,这使得它们的环境不平衡。非洲森林象濒临灭绝,因为森林砍伐破坏了它们的栖息地,偷猎也减少了它们的数量,因为它们被杀死是为了获取象牙,这些象牙被卖去制作药物甚至珠宝。研究是一项重要的生活技能,学生们在他们的余生中会在课堂内外使用它。我非常自豪他们这么快就理解了这个概念,知道他们的努力将带来对濒危动物的认识!



G3


自然资源



中心思想:人们对地球资源的开发和利用影响社会的可持续发展。



在UOI中,孩子们被鼓励积极思考,并通过行动发展他们的思维、社交和沟通技能。因此,本单元探讨了“人们使用自然资源,这影响了我们社会的可持续性”的中心思想。早期对这个话题的探索让孩子们认识到理性消费在我们生活中的作用。



在此基础上,孩子们想要通过跳蚤市场实现旧物回收,参与循环经济,实践通过防止污染来支持社区的理念。通过出售自己家中的二手物品,学生们有机会深入了解生产者和消费者调查的主题。



从之前的供需研究来看,孩子们知道他们的儿童客户会想要玩具、书籍、文具和衣服。这使得这次行动成为三年级学生向不合理消费说"不"的一个示范。当被问及为什么他们要在打造跳蚤市场时,许多孩子很自豪地回答说,他们是在支持他们的社区。



G4


机会均等



中心思想:人们享有社会提供的机会的权利,并有责任促进社会的均衡发展。



学生们以小组为单位制作了一本关于 "共享地球 "主题的自制书籍。他们必须选择一个可持续发展目标 (SDG),说明人类如何平等分享地球。他们必须为这本书撰写插图,并为其可持续发展目标做出积极贡献。



为了完成这项任务,学生们去图书馆进行了一次小型实地考察,了解了什么是书以及书的内容:书名、副标题、作者、价格、目录和条形码。学生们还必须体现合作技能,表现出细心和平衡。他们扮演了不同的角色,如插图画家、作家、合作作家、编辑和创作者。学生们在这方面的表现非常出色,他们通过强调环境问题,表现出了对彼此以及地球的关爱。各小组制作了非常精美和富有创意的书籍,展示了他们的学习成果,以及他们对人类对共同、健康和可持续发展的地球所负有的责任的理解。



学生们还制作了海报作为书籍的背景,并在图书馆的图书展上向学校的广大读者展示。背景海报上写有小组成员的姓名、他们的可持续发展目标、他们的书名和目标以及装饰。学生们练习了他们的演讲,并在他们的作品和演讲中加入了有关帮助他人、节约能源和资源或保护地球的教育信息。通过这次评估,学生们锻炼了自己的社交和沟通能力,以及对其他需要帮助的学生的同理心和同情心。



G5


公众性突发事件



中心思想:公共性突发事件改变社会生活与运转。



11 月 9 日是激动人心的一天,作为探究过程的一部分,五年级学生前往广州科学中心进行了实地考察。在这次活动中,学生们将理论学习与实际生活联系起来。这次经历为成功举办令人兴奋的结题展做出了重要贡献。



UOI 结题展为第二单元 "突发公共事件 "画上了句号,这个过程虽然紧张,但充满了趣味和知识收集过程。在展览/行动日期间,学生们展示了自己的作品和知识,演示了不同的科学实验,如何制作DIY 地震仪,它可以探测和记录地面上的运动,这些运动可能是轻微或剧烈地震的标志。



学生们还帮助举办了信息交流会,向参观者讲解如何应对突发公共事件。他们还提供了应急包样品,作为应急准备,尤其是为生活在紧急情况易发地区的人们提供应急准备。他们还提到了全球变暖和气候变化的原因,认为大多数人都应该准备一个应急包,以应对可能发生的紧急情况。最精彩的部分是展示他们的科学学习成果,他们制作了一个火山模型,随后又演示了火山爆发。



行动日后的反思证明了学习是多么令人兴奋,学生们表示,看到人们对他们的分享感兴趣,他们感到非常高兴。能够向高年级和低年级同学展示自己的知识,他们感到非常自豪。


探究式学习的魅力又一次得到了令人兴奋的证实!



G6


和平与冲突



中心思想:冲突的产生和解决改变了人们的生活。



学生们探讨了人与人之间的冲突如何影响每个人。他们研究了这些冲突是如何开始的,以及找到解决方案如何对个人和社区产生重大影响。目的是帮助学生理解冲突发生的原因以及和平的力量。




学生们了解了争吵和分歧背后的原因,比如历史、政治、金钱以及社会是如何运作的。他们从现实世界的例子中了解到,冲突通常是老问题、不公平和人们生活方式的差异的混合体。



UOI Celebration

ASJ PYP


IB旨在培养有求知欲、有知识、有爱心的年轻人,通过对不同文化的理解和尊重,帮助创造一个更美好、更和平的世界。维护世界和平是我们大家的心愿,更是我们每个人的责任。学会发现和解决生活中的各种冲突,节约大自然的各种资源,保护生物的多样性,实现人类和大自然的可持续发展,需要我们每个人都付出自己的行动。


声明:本文内容为国际教育号作者发布,不代表国际教育网的观点和立场,本平台仅提供信息存储服务。

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