这个单元的探究主题是生存，中心思想是生物的生存取决于它们对变化的反应能力，三条探究路线分别是“生物的特性和行为”，“生物如何相互联系”，“生物体改变和生长的方式”。

这个单元重点融合的学科有科学、戏剧。最终学生们利用所学知识分组完成了四组戏剧表演，分别是《青蛙与小蛇》《狼与小羊》《动物职业介绍所》以及《老虎与兔子》。

这个学期探究课三大单元：分别是第四单元“世界如何运作”、第五单元“我们是谁”、第六单元“共享地球”。6月20日到7月1日是第六单元的学习。我们从身边常见的植物种子传播方式为切入点，传播方式不同的原因以及成熟的条件与哪些因素有关，进而引出大环境生态系统的研究和学习。

在这个单元中，我们利用KWL提出问题，搜索网络资源、分组讨论等活动深入了解森林生态系统、水域生态系统的分类和功能、以及其内部相互之间的关系，最后学生通过“守卫森林”戏剧表演等活动加深对生态环境保护重要性的感受。

本单元“共享地球”，围绕主题“环境”，以“科学”为核心，同学们从三个方面：“生物如何生存”，“环境的改变包括自然和人为因素”，“如何负责任地使用资源减少对环境的影响”展开为期6周的探究。最后两周三年级学生以小组的形式围绕海洋、北极、沙漠、雨林、草原这五个生态环境进行深入探究，展开行动。

他们通过搜集信息、阅读资料，制作PPT，最后向参观者汇报不同的生态环境下动物的生存方式、该生态环境受到的威胁、人们如何展开行动减少对该环境的影响。

这个单元的探究主题是适应，中心思想是生物的生存依赖于他们适应他们栖息地的能力，三条探究路线分别是不同的栖息地及其特征，生物适应栖息地的方式，以及我们对生物生存和他们栖息地的责任。

这个单元重点融合的学科有科学、艺术（美术、戏剧），最后学生们分成七个小组，分别制作了精美的海报来展示自己的研究成果，并在成果展上对研究内容进行了详细的阐述。

本单元，五年级的同学先聚焦已经持续近三年的新冠疫情。我们通过阅读、温习第四单元的知识，了解病毒的起源和传染；接下来，我们通过观察、访问、设计调查问卷，了解新冠疫情给我们的个人、职业、家庭、社会不同团体带来的影响。

在最后两周，孩子们组队并选择人类历史上曾经出现过的一个疫情深入探究，以此为出发点上网搜集资料，分析疫情是如何影响个人和社会的。

The theme of inquiry in this unit is “Survival”. The central idea is that the survival of living things depends on their ability to respond to change. The three lines of inquiry are “the characteristics and behavior of living things”, “how living things are connected”, and “the ways living things change and grow”. This unit focuses on the integration subject are science and drama. In the end, students used the knowledge they had learned to complete four groups of drama performances, they are "Frog and Little Snake", "Wolf and Lamb", "Animal Employment Agency" and "Tiger and Rabbit" respectively.

This semester's inquiry course has three units: Unit 4 "How the World Works", Unit 5 "Who We Are", Unit 6 "Sharing the Planet". We studied Unit 6 from June 20 to July 1. We start with the methods of plant seeds, the reasons why seeds have different dispersal methods and what factors are related to the conditions of seed maturity, and then lead to the research and study of the environmental ecosystem. In this unit, we use activities such as asking questions to use KWL, searching for Web resources, having group discussions, and deeply understanding the classification and functions of forest ecosystems, water ecosystems, and their internal relationships. In the end, students deepened their understanding of the importance of ecological environmental protection through activities such as the "Guarding the Forest" drama performance.

With "science" as the core, this unit "Sharing the Earth" revolves around the theme "environment" and the students embarked on a six-week inquiry from three aspects: "How living things to survive ", "Environmental changes including those that are natural and human made", "Responsibly using resources to reduce the impact on an environment”. In the last two days, grade 3 students worked in groups to inquire the five ecological environments: ocean, Arctic, desert, rainforest and grassland. They collected information, read materials and made PPT. Finally, they reported to visitors how animals lived in different ecological environments, what the threats were in the ecological environment, and how people took actions to reduce the impact on the environment.

The theme of inquiry in this unit is adaptation. The central idea is that the possibilities of survival is dependent on the abilities of living things to adapt to the habitat in which they live. The three lines of inquiry are “Understanding different habitats and their features (Function), “The ways in which living things have adapted to their habitat (Form)”, and “Our roles in the survival of living things and their habitats”. The main integration subjects of this unit are science, art and drama. In the end, the students were divided into seven groups, each group made beautiful posters to display their research results, and reported their inquiry content in the exhibition. 

In this unit, G5 students first focused on coronavirus that has lasted for nearly three years. By reading and reviewing the knowledge of the fourth unit, we had a basic understanding of the origin and infection of the virus; next, we then explored the impact of novel coronavirus on our individuals, occupations, families, and different social groups through observation, interviews, and design questionnaires. In the last two weeks, the students worked in a team and selected a pandemic that had occurred in human history to conduct in-depth research. Using this as a starting point, they collected information online and analyzed how the pandemic affected individuals and society.