教育是最大的行善

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作为Who we are 探究单元的最后一个步骤，孩子们以小组为单位，首先结合前五周的探究内容自己设计一张符合中心思想的设计图——知识能量屋。

As the last step of who we are exploration unit, the children take the group as the unit, and first design is a map that conforms to the central idea - knowledge energy house combining the contents of the previous five weeks.

随后孩子们作为一名小小采购员，根据自己设计的能量屋在材料清单上进行物品采购，为完成作品做好准备工作。

Then the children, as a small purchaser, according to their own design of the energy house, purchase items on the bill of materials to prepare for the completion of the work.

孩子们分组有序地利用各种材料，将画出来的设计图变成一幅幅形象生动的作品。

The children use all kinds of materials orderly in groups to turn the design drawing into a vivid work. 

最后，孩子们以小组为单位，根据探究评估表进行自评和他评，并分别上台展示和叙述自己的作品，他们都为自己的作品感到骄傲。

Finally, the children take the group as the unit too. They make self-evaluation and other evaluation according to the inquiry evaluation form and show and narrate their works on stage respectively. They are all proud of their works.

作为整个探究单元的最后一个步骤，我们在了解如何正确对待自己的身体之后，进一步学习假如生病，要如何正确的区分药品，准确的按时、定量吃药。

As the last step of the entire unit of inquiry, after learning how to treat our body correctly, we will further learn how to correctly distinguish medicines and accurately take medicines on time and in a quantitative way if we are sick.

每个孩子都从家中带来了空药盒，并进行了小组讨论和分享。通过角色扮演的方式，同学们模拟了去医院的全部过程，从挂号、看医生、诊断、写病历到开药，让孩子们真正了解到生病之后该怎么办。

Every child brought empty kits from home and conducted group discussions and sharing. Through the role-playing method, the students simulated the whole process of going to the hospital, from registration, see the doctor, diagnosis, make medical record to take medicine, so that the children can really understand what to do after getting sick.

随后开出相应的病历和药品分析单，写明药品的名称、形状、味道、用法用量、生产日期及有效日期，并使用彩塑黏土自己制作对应的药品。

Then, the corresponding medical records and drug analysis sheets are issued, indicating the name, traits, taste, usage and dosage, date of manufacture and effective date of the drug, and the corresponding drugs are produced by using the plastic clay.

最后是我们的单元总结，一个单元探究循环的展示。

Finally, our unit summary, a unit to explore the cycle of the show.

本轮最后一周的结题展，孩子们根据自己的兴趣分成了不同的小组，例如抽烟小组、健康的食物小组、问卷调查小组……他们用不同形式，如精美海报、问卷调查、表演、模型等来展示自己的成果！相信通过这一轮的学习，孩子们都能学习到不同的生活方式的选择对我们身体的影响。

During the exhibition in the last inquiry week, according to their interests , the children divided into groups , such as smoking group , healthy food group, questionnaire investigation group...They use different forms to show their results , such as posters, performance, model. We believe that children can learn how different lifestyle choices affect our bodies through this round of inquiry.

语文UOI：

拥有健康的生活方式，我们在行动！

我们亲手撒下了种子，培育芽苗菜。每天我们都仔细观察着、记录着、期待着。吃着自己种出来的绿色食品，也让我们对健康的生活方式有了深刻的体验。

Chinese UOI：

With a healthy lifestyle, we are in action!

We planted seeds and cultivated sprouts personally. Every day we observe, record, and look forward to it carefully. Eating green food that we have grown up also gives us a deep experience in a healthy lifestyle.

我们还搜集了许多描写它们的词句，课堂上分享给其他同学，就等小苗快点长大赶紧来写一写啦！

We also collected a lot of words to describe them, and shared them with other students in class, just wait for seed to grow up and hurry to write a book!

数学UOI：

通过从多角度去观察物体的方法教会孩子在生活中善于从多方面观察身边事物，拥有健康的生活方式。

Math UOI：

By observing objects from multiple angles, we teached children to be good at observing things around in life and have a healthy lifestyle.

作为Who we are 探究单元的最后一个步骤，孩子们以小组为单位，结合前五周的探究内容自己设计画出了自己心目中的职业。海报中心是某一职业，后面引申出，在与这一职业相关的人群交往时，具体展现了哪些方面的价值观。

As the last step of who we are exploration unit, the children take the group as the unit, and first design is a map that conforms to the central idea - career combining the contents of the previous five weeks.In the center of the poster, it is about the career.