小学五年级是国际文凭小学项目（IB-PYP）的最后一年。在这一学年阶段，学生除了需要完成六个探究性单元的学习外，还需要与小组成员合作，就世界现实问题进行发问、分析和深度探究，最后以毕业展览的形式展现其学习成果。

In the final year of the IB Primary Years Programme, grade 5 students are given the chance to celebrate their inquiry achievements in a PYP Exhibition - the culmination of the PYP where students work collaboratively to conduct an in-depth inquiry into a real-life issue or problem that they have chosen.

基于“共享地球”的跨学科主题框架，东华文泽学校的五年级学生根据主题的兴趣，被分为了五个小组，他们花了两个月的时间去探究、阅读和分析各类主题，包括如何拯救因塑料泛滥而受生存威胁的海洋生物；如何防止动物的濒临灭绝；如何珍惜和节约不可再生资源；如何避免冲突和促进和平以及了解什么是动物权利。

Within the transdisciplinary theme of Sharing the Planet, our grade 5 students, divided into 5 groups based on their interests, spent about two months researching, reading, and analyzing how to save animals due to plastic usage, how to prevent endangered animals, how to save finite resources, how to avoid conflict and promote peace, and what animal rights are.

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通过团队合作，学生们在寻找和验证资料时提高了研究能力；在与组员和教师讨论想法时展现了沟通能力。我们很自豪地看到，五年级学生在努力解决现实世界问题的同时，变得知识渊博、善于探究，对于分歧的存在，他们还学会采取开放的态度去接纳。

Working in teams, students were able to improve their research skills while searching for accurate information. They demonstrated communication skills when talking to groupmates and teachers and discussing their ideas. We are proud to witness some of our fifth graders become more knowledgeable about their chosen topic. At the same time being good inquirers, and showing open-mindedness when they encountered ideas and opinions different from their own.

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在PYP毕业成果展的开幕式上，五年级学生与音乐课合作，演奏了《Show You Care》和《Together We Can Change the World》的歌曲；作为一种以和平方式缓解冲突的艺术，学生巧妙地运用PSPE的课程知识，用《Fight Song（战斗之歌）》进行了富有力量的舞蹈表演。

During the opening ceremony of the PYP Exhibition, grade 5 students incorporated music classes and prepared two songs, Show You Care and Together We Can Change the World. In PSPE students learned to choreograph a dance on how to resolve conflicts peacefully.

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精彩的表演和小组演讲结束后，五年级学生邀请了家长和全校师生到达展厅，向他们展示每个小组的探究成果，以及学生为解决这些问题而采取的行动。

After the wonderful performance and group speech, students invited all the parents and students to the exhibition hall where they learned about the findings of each group, and the actions students have taken to address the problems.

减塑行动，拯救动物

Saving Animals From Plastic

受到一部关于“海龟被塑料袋缠绕窒息而亡”的视频启蒙，拯救动物小组决定探究不可降解塑料制品对动物的影响。在调查资料后，她们结合艺术课的知识运用废弃的塑料瓶和纸张绘制了一幅与海龟有关的壁画，以此让大众领悟塑料对地球环境所造成的危害。另外，小组成员还制作和义卖了布艺环保袋，为处境困境的动物筹集资金。

Inspired by a video about a sea turtle suffocating in a plastic bag, the group of Saving Animals determined to investigate the effects of non-biodegradable plastic products on animals. After researching the information, they collected discarded plastic bottles to create a mural of sea turtles in art class as a reminder of the harm that plastic is doing to our Earth's environment. The group also made fabric eco-bags and sold them to raise funds for animals in danger.

“当我们第一次与导师会面时，我非常兴奋。作为一个善于沟通的人，我与导师分享了我对毕业展览的想法。思维开放的组员倡导我们应该为共享地球采取必要的行动。于是，我们决定用塑料绘制一幅海龟壁画。为此，我们进行了大量的研究，领会到拯救动物的行动是多么地迫于眉睫。当我们制定小组合作规则时，我们都展现出富有爱心和原则的一面。完成海报的那一刻，我由衷地感到高兴！我希望我还能再做一次毕业展，因为我真的很喜欢成为一名沟通者。” [译]

"I was very happy when we had our first meeting with our mentor. I was a communicator and shared with my mentor my idea for my project. My teammates were open-minded and we had to take action so we were thinkers because we were going to make a big turtle made out of plastic. We researched a lot using critical thinking skills, and we learned how important it is to save animals. We had to be very caring and principled when we were making our team rules. I felt very happy when we finished our poster! I hope that I can do it again because I really enjoyed being a communicator."

濒危动物

Endangered Animals

濒危动物探究小组遵循“人们应该保护濒临灭绝的动物，以保持地球生态系统的平衡”这一中心思想，对全球范围的濒危动物进行了调查，探索动物濒危的缘由，并试图找出保护濒危动物的方法。他们创造了一幅艺术作品，借此隐喻猎人为了装饰私利而杀害动物造成动物濒危的行为。

Following the central idea of "people should protect endangered animals to keep the balance of the earth’s ecosystem", the group of Endangered Animals conducted an inquiry on the worldwide endangered animals, did research on the reasons why animals are endangered and tried to figure out the ways to protect these animals from becoming extinct. They made a piece of artwork to symbolize the endangered status of animals caused by hunters who killed animals for decoration.

“一开始，我们在图书馆翻阅书籍和在ipad上查找资料，以研究‘濒危动物’这一主题。我得到了Ms. Aleksandra和Ms. Keisel的帮助，在研究的过程中成为了一名善于探究的人。当完成所有工作后，我开始准备和练习开幕式上的演讲，这是我在毕业成果展中最喜欢的部分，因为我一直认为我是一名善于沟通并能从容表达自我的人。” [译]

"At the beginning, we researched our topic of 'Endangered Animals' on books and iPad in the library. Ms. Aleksandra and Ms. Keisel helped us to find information. I think I am a very good inquirer. When we finished all the work, I began to prepare and practice my speech during the opening ceremony which is my favorite part of the exhibition as I think I am a confident communicator."

动物权利

Animal Rights

"People have the responsibility to keep the animal rights and change ways that animals are treated", said the group of Animals Rights who followed the line of inquiry from "rights of the animals", "human behaviors that affect animals", to "ways that people can protect animals rights". They cited the animal protection laws of four countries as examples to share what efforts we can make to protect animals.

“在PYP-X项目的起始阶段，我们选择了‘动物权利’这一主题，并确定了主题中心思想和探究思路。我们深入调查，了解了动物权利的重要性，并定义了何为动物实验。每周，我们会与导师Mr. Paul见面；在音乐课上，我们选择了《Show You Care（表达你的关爱）》和《Together We Can Change the World（我们可以一起改变世界）》两首歌曲；在艺术课上，我们使用粘土捏造了熊猫的自然栖息地和海豚不幸被虐待的艺术作品；在信息通信技术课上，Mr. PJ帮助我们制作了与动物权利相关的手机程序；在心理辅导课上，我和组员们一起玩游戏，被鼓励着保持积极向上；在探究性课程（UOI）中，我们为毕业展览准备了舞台演讲......总而言之，我充分地运用了学习技能，如思考能力、社交能力、沟通能力和自我管理能力。IB学习者属性亦引领我成为知识渊博、敢于冒险和善于探究的人，为我提供了莫大的帮助。“共享地球”这一单元告诉我们团队合作是多么重要。我很喜欢这次展览，也很高兴与我的组员合作。” [译]

"At the beginning of the PYP-X, We chose the topic of Animal Rights, we made our central idea and line of inquiry. We conducted an in-depth inquiry, learned the importance of animal rights, and defined the animal experiment. We met our mentor, Mr. Paul, once a week. In the music class, we had chosen two songs Show Your Care and Together We Can Change the World. In the art class, we planned to make a panda natural habitat project with clay and dolphins cruelty project. In the ICT class, Mr. PJ assisted us to create an APP about our topics. In pastoral care, we played games with our teammates, inspiring us to be positive. In the UOI class, we prepared our stage speech for the exhibition show... All in all, I used skills such as thinking skills, social skills, communicative skills, and self-management skills. The IB Learner Profile attributes that I showed include being knowledgeable, a risk-taker and an inquirer, all of which helped me so much during the process. The unit of Sharing the Planet tells me how important teamwork is. I enjoy the exhibition in all classes with my teammates."

和平与冲突

Peace and Conflict

守卫来之不易的和平是每一位地球公民的冀望，而在每一刻和谐的背后，都有推动社会和平、改善并解决冲突与争端的力量。“和平与冲突”小组以此为出发点，探究了近现代史上的三位重要人物的事迹——小马丁·路德·金、甘地和马拉拉，并为其事迹制作了一份清晰明了的时间线。坚持用点滴行动维护和平的小组成员，对低年级学生“曾遇到的冲突”进行问卷调查，并教授他们如何维护班级和谐。

It is the vision of every global citizen to guard the hard-won peace as every moment of harmony are the efforts driven by numerous people who promote peace and resolve conflicts. With this in mind, the group of Peace and Conflict explored three significant figures in modern history - Martin Luther King  Jr, Gandhi and Malala. Students created a clear timeline of their deeds to outline the efforts they have contributed to society. The group members also took action, making questionnaires to learn if younger students encountered conflicts or not, and taught them how to address conflicts and maintain peace. 

“这两个月，我们班级完成了PYP毕业成果展览。我的小组主题是‘和平与冲突’，组长是Yanyan，她是一位善于思考和思维开放的人，Amir担任创意设计师，Marline则是小组的装饰艺术家，我则是小组的引导者和思考者。起初，我们在海报中设计了‘和平’的元素，随后我们发现了甘地、马拉拉、马丁·路德·金等和平主义者为和平所作的努力，于是我们为其绘制时间线。令我们感到惊讶的是，马拉拉在发表首次演讲时只有11岁。在体育课上，我们在柔道锦标赛正式开始前进行了柔道表演，得以让大家了解‘冲突’。在美术课上，我们创作了一张海报用于展览，鸽子代表和平，手骨架和头骨代表冲突。从这个有趣的单元我获益良多，也非常喜欢！” [译]

"These two months, our class did PYP Exhibition. My team topic is 'Peace and Conflict'. Our group leader is Yanyan who is a thinker and open-minded in our group. Amir is our group's creative designer. Marline is our decoration artist and I am the group guider and thinker. We designed 'Peace' for our poster at the beginning. Then we made a timeline for the peacemakers like Gandhi, Malala, and Martin Luther King Junior. It amazed us when we found Malala was only 11 years old when she delivered her first speech. In PSPE, we also prepared for a judo show before the judo tournament where we were able to understand 'conflict'. In art class, we make a big poster including the elements of a dove, a head, and a hand skeleton for our exhibition. This unit was fun and I like it very much."