从一滴水到千年文明：小小探索家的跨时空发现 | ASJ小学部UOI结题展圆满结束

中心思想：我们通过观察和探索自然来了解它的运行方式。

在这个单元中，学生们探索了水在自然中的作用。他们学习了水循环的过程，人们如何使用水，以及保护水资源的重要性。

学生们通过选择自己的研究重点，如水的使用、保护或来源，展现了自主性。他们通过海报、绘画和简单的实验分享了自己的学习成果。

Central Idea: We learn how nature works by watching and exploring it.

In this unit, students explored the role of water in nature. They learned about the water cycle, how people use water, and why it’s important to protect it.

Students showed agency by choosing their focus, such as water use, conservation, or sources, and shared their learning through posters, drawings, and simple experiments.

This was our final unit of the year and a celebration of curiosity, care, and connection to the natural world.

中心思想：物种的生存取决于环境条件。

在我们的最后一个单元中，学生们了解了濒危动物，是什么使它们面临风险，以及人类如何帮助保护它们。

学生们分组工作，研究他们选择的一种濒危动物，并制作海报来分享他们的发现，包括这种动物为什么重要以及我们如何帮助它们。展览非常成功，学生们展现了创造力、团队合作精神以及对地球的关爱。

通过这个单元的学习，学生能够更加意识到他们的行为可以在保护环境和所有生物方面产生影响。

Central Idea: The survival of species depends on the conditions of their environment.

In our final unit, students explored the big idea: “The survival of species depends on environmental conditions.” They learned about endangered animals, what causes them to become at risk, and how humans can help protect them.

Working in groups, they researched an endangered animal of their choice and created posters to share what they learned, including why the animal is important and how we can help. The exhibition was a great success, and students showed creativity, teamwork, and care for the planet.

This unit helped students become more aware of how their actions can make a difference in protecting the environment and all living things.

中心思想：人们通过服饰来表达他们是谁

围绕着「我们如何表达自我」这个跨学科主题，本单元鼓励三年级学生探究服饰如何与身份、情感和文化相连接。通过观察、讨论、设计和反思，学生了解到我们穿着的不仅仅是风格，而是可以讲述我们是谁、来自哪里的故事。

我们首先探索了世界各地的传统服饰，了解不同的服装如何具有不同的用途，如保护、庆典或文化归属。学生分析了颜色和符号，并将其与情感和共同的价值观联系起来。他们还分享了个人经历、采访了家庭成员，并反思了服饰与自己生活之间的联系。

本单元的一大亮点是时尚设计师的来访，他分享了服装设计如何从意义和灵感出发。这激励学生们创作表现自己个性的服饰，并在时装秀中自信地解释了这些选择如何反映他们的身份。

这个单元帮助学生成长为良好的沟通者、有创造力的思考者和具有全球视野的学习者。他们对服饰如何与文化、群体和自我表达相联系有了更深入的理解。

Central Idea: People use clothing to express who they are.

This unit encouraged our Grade 3 learners to explore how clothing connects to identity, emotion, and culture. Through observation, discussion, design, and reflection, students uncovered how what we wear can express more than just style. It can tell stories about who we are and where we come from.

We began by exploring traditional clothing from around the world, learning how different garments serve different purposes such as protection, celebration, or cultural belonging. Students analyzed colors and symbols, linking them to feelings and shared values. They also had the chance to share personal experiences, interview family members, and reflect on how clothing connects to their lives.

A highlight of the unit was a visit from a fashion designer who shared how clothing design can begin with meaning and inspiration. This motivated students to create and present their own expressive outfits in a fashion show, where they confidently explained how their choices reflected who they are.

The unit helped students grow as communicators, creative thinkers, and globally minded learners. They came away with a deeper understanding of how clothing connects us to culture, community, and self-expression.

中心思想：迁徙是为了应对挑战，风险和机遇。

你有没有想过为什么人们会从一个地方搬到另一个地方？在我们的四年级展览中，学生们探索了移民背后那些有感染力的故事。从推动和拉动因素到个人旅程，我们的小探究者们研究了人们离开的原因、他们面临的挑战，以及移民如何改变生活。

参观者可以探索互动展示，如“推拉天平”、移民时间线，甚至还有弹出式世界地图！一些学生制作了可操作的模型，而另一些学生则采访了社区成员来分享真实的生活经历。

这次展览不仅仅是事实和海报——它是一个以同理心和好奇心去理解人类迁徙的机会。来发现移民如何与我们的过去相连、塑造我们的社区以及构建我们的未来。我们邀请您走进展览，庆祝我们具有全球视野的学生们的声音和学习成果！

Central Idea: Migration is a response to challenges, risks and opportunities.

Have you ever wondered why people move from one place to another? At our Grade 4 exhibition, students explore the powerful stories behind migration. From push and pull factors to personal journeys, our young inquirers have investigated the reasons people leave, the challenges they face, and how migration changes lives.

Visitors can explore interactive displays such as “Push & Pull Scales,” migration timelines, and even pop-up world maps! Some students created hands-on models, while others interviewed community members to share real-life experiences.

This exhibition is more than facts and posters—it’s a chance to understand human movement with empathy and curiosity. Come discover how migration connects to our past, shapes our communities, and builds our future. We invite you to walk through our work and celebrate the voices and learning of our global-minded students!

中心思想：古代的文明连接着过去和现在的社会。

“我们身处何方，置身何方”单元旨在向古代文明和文化致敬，探究世界各地对我们如今所知世界的贡献。本单元探讨了我们与古代文明的联系，这些文明为我们今天所见的创新奠定了基础。

在探究过程中，学生们首先考察了美索不达米亚文明，这是人类已知的第一个文明。我们的国际学生Elysee的家族来自伊朗，即如今美索不达米亚地区的一部分，她对此进行了进一步的讲解。

在了解了不同的文明之后，学生们根据自己的兴趣选择了他们想深入了解的文明。一些学生比较了东西方文明，一些学生则探究了非洲文明。这是一个充满历史相关教训的探究环节。本课的一大亮点是来自五年级A班的Fred，他研究了柱子在古代建筑中的应用，并推断柱子不仅是建筑的支撑，更是一种精神启迪，教导我们作为人类要相互扶持、共同努力、相互扶持。 G5S 的 Divya 探究了印度的辛辣世界，以及印度食物和香料如何为世界各地增添风味。

本次探究活动以学生们展示他们的研究成果、他们最喜爱的古代文物和模型结束，并通过制作时间胶囊，让后代得以一窥他们各自的生活，从而为后代书写属于他们的历史篇章。这个单元不仅与过去紧密相连，更让我们感受到无论我们来自地球的哪个角落，我们都源于为改善世界做出贡献的祖先。它重申了我们对子孙后代的责任。G5 的又一个单元精彩绝伦！

Central Idea: Ancient culture connect the global community in the past and present.

Where we are in place and time was a unit paying homage to ancient civilisations and culture, an inquiry into contributions of different parts of the world to our earth as we know it. The unit explored how we are still connected to ancient civilisations that laid a foundation for the innovations we see today.

Through the inquiry process the students started by looking into Mesapotamia, the first ever known civilization which was further explained by Elysee one of our international learners whose family hails from Iran, a part of modern-day Mesopotamia area.

After a glimpse into different civilisations students that chose civilisations they wanted to know more about, some compared the East and the West, some looked into African civilisations. It was an inquiry filled with relevant lessons from the past. A highlight of the lesson was one by Fred from G5A who investigated the usage of pillars in ancient architecture and deduced that the pillars were not just the support for the buildings but a spiritual enlightening teaching us about holding each other up and working together to support each other as humans. Divya from G5S investigated the spicy world of India and how Indian foods and spices have added flavour across the world. 

This inquiry ended up wit students displaying their research findings, their favourite ancient relics and models and finally wrote their parts of history for future generations by creating time capsules to give a glimpse of their individual lives for future generations. The unit truly was a great connection to not just the past, but to how we all come from ancestors who contributed to the betterment of the world, no matter which corner of the earth we come from. It reiterated our own responsibility to the future generations. Another unit knocked out of the park by the G5ers!