关爱自然 践行责任 | ASJ小学UOI结题展圆满结束

中心思想：世界各地的人们利用他们的自然环境设计和建造不同的住宅

在本单元中，一年级学生探索了人类如何利用自然资源建造适合其环境的房屋。他们调查了不同的房屋类型，并将其与气候和材料联系起来。

学生们选择了要探索的家园，设计了自己的模型，并以创造性的方式分享了自己的想法。在我们的 “画廊漫步 ”活动中，他们自豪地向参观者介绍自己的作品——用他们的声音来展示他们所学到的知识。

这一单元是对好奇心、自信心和学生自主学习的真正展示！

Central Idea: People around the world design and build different homes based on their natural resources.

In this unit, Grade 1 students explored how people use natural resources to build homes that suit their environment. They investigated different home types and made thoughtful connections to climate and materials.

Students showed agency by choosing which home to explore, designing their own models, and sharing their ideas in creative ways. During our Gallery Walk, they proudly explained their work to visitors - using their voice to show what they had learned.

This unit was a true celebration of curiosity, confidence, and student-led learning!

中心思想：标志与符号推动地方及国际交流

在过去的几周里，二年级学生一直在探究标志和符号是如何帮助人们在本地和全球范围内进行交流的。他们探索了标志和符号在我们生活中扮演的重要角色。通过探究，他们发现标志可以帮助人们理解没有文字的信息。学生们研究了各种类型的标志和符号、它们的含义以及在世界各地是如何使用的。

学生们为校园设计了有用的标志。他们制作了海报来解释他们的标志，包括含义、位置和目的。这促成了 “标志和符号展厅 ”的诞生，学生们在展厅里自豪地展示自己的作品，并解释他们的标志为何如此重要。

在整个单元中，学生们发展了他们的沟通和社交技能，同时也更加了解了每天引导我们的标志。展览是他们展示所学知识的一种有趣而富有创意的方式。

Central Idea: Signs and symbols facilitate local and global communication.

Over the past few weeks, G2 have been inquiring into how signs and symbols help people communicate locally and globally. They explored the important role that signs and symbols play in our lives. Through this inquiry they discovered that signs help people understand messages without words. Students investigated various types of signs and symbols, their meanings and how they are used in different places around the world.

Students designed useful signs for the school campus. They created posters to explain their signs, including the meaning, location and purpose. This led to the creation of a Signs and Symbols Gallery an exhibition where students proudly presented their work and explained why their signs are important. 

Throughout the unit, students developed their communication and social skills while becoming more aware of the signs that guide us everyday. The exhibition was a fun and creative way for them to show whaat they learned.

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。

本学期，三年级学生开始了一项有意义的任务：探索我们对自然资源的使用如何改变我们周围的世界，以及我们可以做些什么来产生积极的影响。

通过探究，学生们探索了以下重大问题：

- 什么是自然资源？

- 当我们浪费它们时会发生什么？

- 我们能为地球做些什么？

学习之旅充满了实践活动、合作项目和创意表达。从制作海报到用回收材料设计整个生态城市，学生们展现了他们的想象力和责任感。他们用纸板、纸卷、瓶盖等材料建造了一个个迷你世界，证明了只要我们有创意，垃圾也能变成财富。

本单元最后举行了充满活力和鼓舞人心的单元结束庆祝活动，学生们自豪地展示了他们的学习成果。每个小组都分享了一项实际行动--从节约能源、减少浪费到材料再利用和保护自然。无论是表演新闻记者还是野外探险家，他们传达的信息都很明确：我们可以帮助地球。

3 年级可以自豪地说：我们的学生不仅是学习者，还是变革者。

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

This term, Grade 3 students set out on a meaningful mission: to discover how our use of natural resources can change the world around us - and what we can do to make a positive impact.

Through this inquiry , students explored big questions like:

- What are natural resources?

- What happens when we waste them?

- What can we do to help earth?

The learning journey was filled with hands-on activities, collaborative projects, and creative expression. From crafting posters to designing entire eco-cities out of recycled materials, students showed both their imagination and their sense of responsibility. They built mini-worlds using cardboard, paper rolls, bottle caps, and more—proving that trash can become treasure when we think creatively.

The unit wrapped up with an energetic and inspiring End of Unit Celebration, where students proudly presented their learning. Each group shared one real-world action—from saving energy and reducing waste to reusing materials and protecting nature. Whether performing as news reporters or wild explorers, their message was clear: we can help the planet.

Grade 3 is proud to say: our students are not only learners—they’re changemakers.

中心思想：广告影响了我们的选择。

在 ASJ，广告和创新的未来已初具雏形——它就发生在我们四年级的课堂上。

作为 “广告影响我们的选择 ”这一探究单元的一部分，学生们在过去的几周里了解到广告不仅仅是华而不实的口号，它还是一种强大的力量，可以提供信息、进行说服和激发灵感。

但我们并没有止步于理论。学生们成为创造者、问题解决者和演讲者，以小组为单位开发原创产品，旨在改善我们学校社区的生活。从巧妙的桌面整理工具和娱乐工具到创意文具和课堂小工具，每一项发明都反映了学生们自己发现的实际需求。

他们是如何推销自己的想法的呢？真正的创业风格--通过 “鲨鱼坦克 ”式的推销！

他们运用所学到的关于形式、视角和联系的一切知识，精心制作了旨在吸引注意力和解决问题的强有力的广告。在此过程中，他们反思了自己的沟通技巧、作为思考者和合作者的成长，以及如何以道德和负责任的方式使用广告。

这种实践学习体验使学生们能够：

- 发现现实世界中的问题

- 负责任地运用说服技巧

- 培养团队合作精神和演讲自信

- 证明即使是年轻的声音也能产生巨大的影响

因此，下次当你在走廊上看到学生制作的海报时，请不要感到惊讶，它会让你停下脚步，会心一笑，甚至会说："我会买的！”

创意很大。提案大胆。

广告商呢？他们才四年级。

Central Idea: Advertising shapes our choices.

At ASJ, the future of advertising and innovation is already taking shape — and it’s happening in our Grade 4 classrooms.

As part of their Unit of Inquiry: "Advertising shapes our choices," students have spent the past few weeks learning how advertising is more than just flashy slogans — it’s a powerful force that can inform, persuade, and inspire.

But we didn’t stop at theory. Students became creators, problem-solvers, and presenters, working in teams to develop original products aimed at improving life within our school community. From clever desk organizers and entertainment tools to creative stationary and classroom gadgets, each invention reflected real needs identified by students themselves.

And how did they sell their ideas? In true entrepreneurial style — through a Shark Tank-style pitch!

They used everything they’d learned about form, perspective, and connection, crafting powerful pitches designed to catch attention and solve problems. Along the way, they reflected on their communication skills, their growth as thinkers and collaborators, and how advertising can be used ethically and responsibly.

This hands-on learning experience empowered students to:

- Identify real-world problems
- Apply persuasive techniques responsibly
- Build teamwork and presentation confidence
- Show that even young voices can make a big impact

So next time you're in our hallways, don’t be surprised if you see a student-made poster that makes you stop, smile, and maybe even say, “I’d buy that!”

The ideas are big. The pitches are bold.
And the advertisers? They're only in Grade 4.

中心思想：不同的现代化交流方式为我们提供了新的方式来表达我们的思想、创造性和感觉。

五年级的学生踏上了表达之旅，学习现代通信，了解人们如何利用通信来表达自己、自己的想法、情感和创造力。学生们探究了现代通信的各种形式、用途，以及本地和国际数字公民的权利和责任。学生们研究了法律问题、隐私问题、知识产权保护问题以及网络欺凌这一紧迫问题，网络欺凌影响着许多年轻人，导致他们自我伤害，甚至自己成为欺凌者。学生们不仅探究了保护自己隐私和情感健康的不同方法，还根据知识产权保护法保护了自己的创作。在整个探究过程中，学生们了解到自我表达的自由与这种自由所附带的责任之间的平衡。

这一探究活动表明，学生们有能力超越所提供的探究路线进行深入探究。在进一步探究的过程中，他们还能以中心思想为支架，设计自己的探究路线。

最后，通过单元结束庆祝活动，他们能够展示自己的知识和理解，并能够展示态度和行为的变化，尤其是那些最初认为在使用现代通信方式时可以畅所欲言的人，以及那些不认为网络欺凌对他人的影响会像身体或面对面欺凌那样大的人。

总之，这是一次伟大的探索，取得了巨大的成功，实现了心灵和思想的转变，是实现 ASJ 学习者全人发展的旅程。

Central Idea: Modern communication provide people with ways in which to express our ideas, creativity and feelings. 

Grade 5 went on a journey of expression, learning about modern communication and how people use it to express themselves, their ideas, feelings and creativity. Students inquired into  various forms of modern communication, its uses, as well as the rights and responsibilities of digital citizens locally and internationally. Students looked into the legal aspects, issues of privacy, IP protection as well as the burning issue of cyberbullying which affects a lot of young people and causes them to self-harm and even become bullies themselves. Students inquired into different ways of protecting not just their privacy and emotional well-being but also their own creations under the Intellectual Property protection laws. Throughout the inquiry students learned the balance between the freedom to self express and the number of responsibilities attached to this freedom.

This inquiry demonstrated the students' ability to enquire deeply beyond the provided inquiry lines. They were further able to design their own inquiry lines as part of going further, using the central idea as their scaffolding tool. 

In the end, through the end of unit celebration they were able to display their knowledge, understanding and were able to display the change in attitudes and behaviour, particularly those who initially believed that they were free to say anything they want when using modern ways of communication, and those who did not believe that cyberbullying affected others as much as physical or face-to-face bullying does. 

All in all a great inquiry with great wins and a change of hearts and minds, a journey towards the whole person development of ASJ learners.