Pre K - China

在单元初期，为了激发Pre k年龄段孩子对自然世界的兴趣，老师们通过生动的动物图片和故事，引起孩子们对动物的好奇心，孩子们通过观察动物的外貌特征、行为和生存环境，激发探究欲望。

At the beginning of the unit, in order to stimulate the interest of Pre K children in the natural world, teachers used vivid animal pictures and stories to arouse children's curiosity about animals. Children observed the appearance, behavior and living environment of animals to stimulate their desire to explore.

在收集和分析资料的阶段，Pre K的孩子们通过绘本故事来认识不同的动物和他们的习性。他们通过活动“动物的声音”更好地加深了对动物的认识，并且还能够模仿动物的声音。他们还制作了各种小动物的手工作品，例如给用粘土制作老虎的花纹，给小鸟贴上羽毛，用粘土和毛根做小刺猬，用不同的形状拼出小鸡，加深了对动物的认识。

In the stage of finding out and sorting out, Pre K children learned about different animals and their habits through picture book stories. They deepened their understanding of animals through the activity "Animal Sounds" and were able to imitate the sounds of animals. They also made various handicrafts of small animals, such as making tiger patterns with clay, attaching feathers to birds, making small hedgehogs with clay and hair roots, and making chicks with different shapes, which deepened their understanding of animals.

在深入探究阶段，孩子们倾听了《蚂蚁和西瓜》和《小蝌蚪找妈妈》这样的绘本故事，通过故事情节展示了动物们的生活习性和变化，例如在《蚂蚁和西瓜》中，孩子们可以学习到蚂蚁的团队合作精神和解决问题的智慧。而在《小蝌蚪找妈妈》中，可以了解到小蝌蚪的生长过程经历了从蝌蚪到青蛙的蜕变，也学会了如何与周围的世界相处。孩子们还变身成为了小小农场主，利用橡胶手套模拟给奶牛挤牛奶，知道动物能够给我们提供一些食物和帮助。

In the going further stage, children listened to picture book stories such as "Ants and Watermelons" and "Tadpoles Looking for Their Mothers", which showed the living habits and changes of animals through the story plots. For example, in "Ants and Watermelons", children can learn the teamwork spirit and problem-solving wisdom of ants. In "The Tadpole Looking for its Mother", we can learn that the tadpole's growth process has undergone a metamorphosis from a tadpole to a frog, and also learned how to get along with the world around it. The children also transformed into little farmers, using rubber gloves to simulate milking cows, and learned that animals can provide us with some food and help.

在这一探究单元，孩子们对动物有了更多地认识和了解，对动物产生了深厚的感情，增强了爱护动物的意识，孩子们的社交能力、语言能力及对探究的积极性也有了很大的提高。

In this exploration unit, the children have a better understanding of animals, have a deep affection for animals, and enhance their awareness of caring for animals. The children's social skills, language skills and enthusiasm for exploration have also been greatly improved.

K1 Rwandan&

K1 England 

K1孩子们在听到“生物”这个词的时候，就通过语言表达自己对“生物”的理解，知道生物是有生命的东西，例如动物、植物、人类，它们需要吃饭，需要喝水，需要呼吸。老师还通过“生物我知道”的调查表对孩子们的前期经验进行一个评估，让孩子和家长一起通过绘画等方式记录孩子们对生物的理解，并让孩子通过语言进行展示。

When the K1 children heardthe word "organism", they expressed their understanding of"organism" through language, knowing that organisms are livingthings, such as animals, plants, and humans, and they need to eat, drink water,and breathe. The teacher also evaluated the children's previous experiencethrough the "I know biology" questionnaire, and asked the childrenand parents to record the children's understanding of biology through paintingand other methods, and let the children express it through language.

在收集资料和分析资料阶段，孩子们通过种植和观察植物、种植水培生菜、实验“会变色的花”等活动，认识了植物的组成部分和生长条件。

In the stage of finding out and sorting out, the children learned about the components and growth conditions of plants through activities such as planting and observing plants and experimenting with "color-changing flowers".

老师通过阅读《好饿的毛毛虫》、《长大是怎么一回事》等绘本，“动物宝宝找妈妈”等不同领域的活动，让孩子们发现生物有自己的生命循环圈，动物、昆虫、人类都有自己生长顺序，知道生物会随着时间不断地成长和变化。

By reading picture books such as "The Very Hungry Caterpillar" and "What It's Like to Grow Up", and through activities in different fields such as "Animal Babies Looking for Their Moms", the teachers helped the children discover that living things have their own life cycles, and that animals, insects, and humans all have their own growth sequences, and that living things will continue to grow and change over time.

在深入探究阶段，老师还通过发霉的面包、触摸金粉和胡椒粉两个小实验，让孩子们发现细菌也是一种生物，他们也会随着时间不断地生长和变化，认识到好好洗手等良好的卫生习惯和食品安全的重要性。老师也和孩子们讨论了不同的生物居住的环境和条件，例如沙漠、海洋、森林、大草原和极地，通过小组合作的方式，使用粘土等材料制作了生物和他们的居住环境。

In the going further stage, the teacher also used two small experiments, moldy bread, touching gold powder and pepper powder, to let the children discover that bacteria is also part of biology, the mould will continue to grow and change over time, and the children also realized the importance of good hygiene habits such as washing hands well and food safety. The teacher also discussed with the children the living environment and conditions of different organisms, such as deserts, oceans, forests, prairies and polar regions, and made organisms and their living environments through group cooperation using materials such as clay.

在得出结论阶段，老师和孩子们一同讨论了人类的一些行为会对生物产生哪些影响，知道保护地球上的生物是每个人的责任，并且每个小组合作制作了艺术作品“地球家园”。

In the “making conclusion” stage, the teacher and the children discussed the impact of some human behaviors on organisms, and learned that protecting the organisms on the earth is everyone's responsibility. Each group worked together to create an art work "Earth Home".

孩子们在这个探究单元后，也制定了自己在暑期的“生物照顾计划”，有的孩子想要养乌龟，有的孩子要种植物，并用绘画的方式记录下来，回家和爸爸妈妈进行沟通。

 After this exploration unit, the children also made their own "biological care plan" in the summer. Some children want to raise turtles, and some children want to grow plants. They record them in the form of paintings and communicate with their parents when they go home.

K2 Madagascar

在导入阶段，孩子们通过绘本了解到生活中的物品存在不同材质。孩子们在班级内找到五种不同材质的物品，大家一起进行分类讨论他们属于什么材质，有哪些物品是相同材质，哪些物品是不同材质。

In the introduction stage, the children learned about the different materials of objects in life through picture books. The children found five objects of different materials in the class, and everyone classified and discussed what materials they belonged to, which objects were of the same material, and which objects were of different materials.

在收集资料阶段，K2的孩子们做了很多神奇的科学小实验。他们初步认识物质的三种形态：气体、固体、液体，知道物质都是由原子构成的，知道不同物质形态的原子分部状态，并使用美工材料黏土展示。他们还认识了Oobleck非牛顿流体，孩子们两人一组合作，使用水和玉米淀粉制作非牛顿流体，认识到同一物体可以同时拥有固体和液体的不同形态。他们还通过瓶子吹气球的小实验，观察到白醋和小苏打混合在一起产生的气体能吹起气球，得出了固体（小苏打）和液体（白醋）的混合有可能产生气体的结论。

In the finding out stage, the children of K2 did a lot of magical science experiments. They had a preliminary understanding of the three forms of matter: gas, solid, and liquid. They knew that matter is made up of atoms, and they knew the atomic division states of different forms of matter, and used art materials such as clay to demonstrate. They also learned about Oobleck non-Newtonian fluids. The children worked in pairs to make non-Newtonian fluids using water and corn starch, and realized that the same object can have different forms of solid and liquid at the same time. They also conducted a small experiment of blowing up balloons with bottles, observing that the gas produced by the mixture of white vinegar and baking soda can blow up balloons, and concluded that the mixture of solid (baking soda) and liquid (white vinegar) may produce gas.

在分析资料的阶段，K2的孩子们通过感知不同的材质（金属，木头，塑料，玻璃，纸，纤维等），在班级内寻找到相对应材质的物品进行匹配，与伙伴们讨论出了生活中更多相对应材质的物品并通过绘画记录下来。

In the stage of  sorting out, the children of K2 perceived different materials (metal, wood, plastic, glass, paper, fiber, etc.), found objects of corresponding materials in the class to match, and discussed with their partners more objects of corresponding materials in life and recorded them through painting.

在深入探究的阶段，K2的孩子探究了人类如何改变材料的用途。他们将玉米粒包在厨房用纸中，并使用喷壶喷上适量的水，再将其装进塑封袋里，每天观察玉米粒的变化。他们还使用空气爆米花机制作爆米花，感受玉米粒再各种人为创造的条件下的“大变身”，了解了人类如何对周围事物产生影响。

In the stage of going further, the children of K2 explored how humans change the use of materials. They wrapped corn kernels in kitchen paper, sprayed them with a proper amount of water using a spray bottle, and then put them in a plastic bag, observing the changes of the corn kernels every day. They also used air popcorn machines to make popcorn, and felt the "transformation" of corn kernels under various artificial conditions, and understood how humans affect the things around them. 

他们使用纸条，吸管以及胶带制作了简易的吸管飞行器，感受到如何以简单的方式改变事物以变成其他东西。他们还使用树脂和干花制作干花杯垫，了解并感知了化学反应可以改变不同材料的性质，通过树脂在一定时间的反应下可以将液体变成固体。

They used paper strips, straws and tape to make simple straw aircraft, and felt how to change things into other things in a simple way. They also used resin and dried flowers to make dried flower coasters, and understood and felt that chemical reactions can change the properties of different materials, and that liquids can be turned into solids through resin reactions over a certain period of time.

在探究单元的最后，K2的孩子们开启了厦门科技馆研学之旅。通过探索厦门科技馆，孩子们有了更多地好奇心以及探索世界的兴趣，感受人类的智慧与力量，让孩子们在玩乐中学习和探索科技知识。

At the end of the exploration unit, the children of K2 started a study tour at the Xiamen Science and Technology Museum. By exploring the Xiamen Science and Technology Museum, the children have more curiosity and interest in exploring the world, feeling the wisdom and power of human beings, and letting the children learn and explore scientific and technological knowledge while having fun.