While I breathe, I explore, I hope

服务项目始于MYP九年级学生的个人与社会（I&S）课程，当时学生们正在探索16至19世纪奴隶的日常生活。他们想知道世界上是否还存在奴隶。不幸的是，在资料收集的过程中，他们发现答案为”是”。

运用批判性思维，学生们查阅了大量具有公信力的资料，调查了一种特定类型的现代奴隶制。课程的目标是在学校社区里提高大家对此问题的认识。在调查过程中，Logan、Gavin和Arnold决定采取行动，为帮助受伤害的人做一些具体的事情。

This service project started in the MYP G9 Individuals and Societies (I&S) class when students explored the daily lives of slaves during the Age of Discoveries: 16-19th century. They wanted to know if there were still slaves today in the world. Unfortunately, they found out during our lesson that the answer is ‘yes’.

Using their critical thinking skills, students investigated a specific type of modern slavery using a variety of reliable sources. The goal was to raise awareness in our school community about this issue. During the course of the investigation Logan, Gavin and Arnold decided to take action by doing something concrete to help the victims.

学生们发现国际红十字会在东莞有一个分会，于是决定筹款并捐献给该组织。2月14日是情人节，学生们相信每个人都希望在这一天表达爱，于是选择以这个节日为契机，向整个学校社区的学生、教师和职员出售鲜花、巧克力和心形贴纸。

为了实现目标，学生们利用自身的组织能力，在全校教职员工中推广活动，或者在活动期间去所有中小学教室进行活动的宣传。活动推广期间，他们很高兴能够获得足够的社区支持，收到许多订单，包括30多束鲜花和50多盒巧克力。然而这也产生了另外的挑战——准备鲜花和巧克力礼盒。幸运的是，三个学生的家人都积极参与其中，父母在孩子的教育中发挥着积极作用。

They found out that the International Red Cross had a branch in Dongguan, and they decided to raise money that they could donate to the organization. They chose Valentine’s day in February as the day for their action because they were convinced that everyone would want to celebrate love on that day. They chose to sell flowers, chocolates and heart stickers to the entire school community including students, teachers and staff.

To accomplish their goal, they worked on their organizational skills by promoting their event during a whole-school faculty or by going to all of the Primary and Secondary school homeroom during circle time. The boys were thrilled to receive many orders with more than thirty flower bouquets and more than fifty chocolate boxes. This created another challenge which was to prepare the flower arrangements and the bags of chocolates. The families of the three students were involved as it was important for parents to play an active part in their child’s education.

在正式活动当天，这一行动获得了整个学校社区的热烈支持，看到人们向同事或者朋友献上玫瑰，大家都为这样富有意义的活动而感到开心。此次活动，顺利地筹集了5000元人民币。

在3月12日，学生们前往了东莞地区的国际红十字会。红十字会办事处的人感到很惊讶，因为这是第一次——他们听说一所学校举办这样的募捐活动。此一举动给红十字会的工作人员留下了深刻的印象，他们表示希望有一天能到TWIS校园参观，以建立长期的合作关系。参与活动的学生Gavin在反思活动中写道：“尽管投入了大量的时间和精力，这还是一个值得去做的事情。尤其是我们知道，我们在以实际行动改善一些孩子的艰难境况。”

The big day came and the response from the school community was overwhelming and it was a real pleasure to see people offering roses to colleagues or friends. As a result, 5000 RMB was raised on that day.

On March 12th, the boys went to the International Red Cross Dongguan office. The people there were surprised because it was the first time that they heard of a school holding a fundraising event like this one. They were so impressed by the students that they wish to come and visit our school in order to create a long-term partnership. But this is a story for another time and as Gavin wrote in his reflection: “Despite all the time and effort put into this project, this was a journey worth doing especially we now know we made a difference into some children’s difficult lives.”

四年级的学生正在探索着跨学科主题——我们身处什么时空。通过个人经历、家庭背景和旅行阅历，四年级的学生们学习着人类迁移的知识与历史。他们探究着人类的迁移对人类、土地和文化的影响，以及是什么导致人们迁移。从全球和本土的角度，探索作为个体的人类和世界的文明。

The Grade 4 class is looking at the transdisciplinary theme of Where we are in place and time. Through personal histories, homes and journeys, students looked at the history of migration. They discovered an overall understanding of the impact of migration on land, people and culture. What impact does it have? What causes people to migrate? The explorations of humankind showcase individuals and civilizations through both global and local perspectives...

四年级的班主任教师问：“什么是移民？”

“What is migration?”, asked the teacher to his grade four class.

“当动物从一个地方移到另一个地方，”学生Owen笑着说。“就是有人从一个国家搬到一个新的国家，”学生Harry自信地说。

“When animals move from one place to another,” Owen said with a smile. “It’s when someone moves from a country to a new country,” beamed Harry confidently.

随着一节又一节课的推进，大量的问题和更多的答案接踵而至，有些人是在休息时间思考，有些人是在做作业之后。学生们研究并展示他们的问题，很快就成为一个充满研究性的探究性单元。头脑风暴、词汇探索和进行其他任务，学生试图了解导致迁移的推动因素。

Plenty of questions and many more answers followed from class to class. Some came amongst the break time, and others came following homework. Students researched and showed each other their queries. It soon became a Unit of Inquiry rich in research and experience. Through brainstorming, vocabulary exploration, and other tasks students tried to gain an understanding into the pulls and pushes of migration.

Jimmy若有所思地说：“我很喜欢用纸板箱和塑料杆做房子，但我不想住在那里。”。

“I enjoyed making the house from cardboard boxes and plastic poles, but I wouldn’t want to live there”, Jimmy spoke thoughtfully.

Amir说：“我们发现了许多难民生活的视频。远离家园，不知道家人在哪里。一定很可怕。”

Sofia大声地说：“我不想离开我的家人，我爱我的家人。”

Alice干笑：“我不想过没有我的仓鼠的生活。”

“We found many videos of how refugees lived,” Amir advised. “It must be really terrible to flee your home and not know where your family is.” Sofia spoke up boldly, “I wouldn’t want to move away from my family. I love my family.” Alice laughed dryly, “I don’t want to live without my hamster.”

Sofia, Alice, Marline, Kitty, Kim, Angela和Lucy一起建造了一座房子。他们看着房子倒塌时，集体的情绪似乎是一年级学生的恐惧与愤怒的混合。Kim对他的朋友们说：“这不容易做。”Marline的脸显露出生气，抱怨男生队伍建造房子的资源比较多，“他们都有最好的东西来做房子。”每个学生都被提醒，他们可以一起工作，他们很快就意识到协同合同的力量。“我们需要想一个团队那样去做，否则我们可能会失败。”Lucy说。

Sofia, Alice, Marline, Kitty, Kim, Angela and Lucy made a house together and as they watched it collapsed, t. Their collective frustrations appeared to the onlooking grade one students as a mixture of horror and anger. Kim spoke to her friends, “This is not easy to make.” Marline looked red in her face and complained that the team of boys had more resources, “They  have all the best things to make their house.” Each student was reminded that they could have all worked together. They soon realizxed the power of working together. “We need to do this like a team or we might die,” said Lucy.

一件事情发生了。突然之间，在没有警告的情况下，他们发现自己没有教室，或者没有老师，对于正在发生或未发生的事情有相当多的不确定性。一年级，二年级，四年级和五年级的四年级学生都去了。

And then the alarm bells rang for several students. Suddenly, without warning they found themselves without a classroom...or a teacher...and quite a bit of uncertainty, as to what was or wasn’t happening. To grades one, two, four and five the grade four students went.

以下是学生Jimmy的感想：

Here’s Jimmy’s reflection:

“昨天我去了一年级，因为我们突然被告知班主任Mr. John回英国了。我们伤心，想哭。我不想上一年级，因为我们不是小孩子。我们上了四年级的音乐课，但感觉我们不再是同一个班了。在非洲的国家，很多人失去了家园，必须每天过着逃离的生活。这很艰难，每天都有很多人经历着死亡。许多没有房子的人只能住在别人家里。所以Mr. John让我从四年级跳到一年级去体验不在自己家里的情况，是有多么地艰难。”[译]

“Yesterday I went to Grade 1 because we were told that Mr. John went back to the UK. I felt sad and wanted to cry. I didn’t want to go Grade 1 because I’m not a baby. We went to music class Grade 4 but we felt we were not the same class anymore.

Many people in Africa have no house. They have to flee every day. It’s very difficult, and many people die every time...Many people who don’t have a house can only live in other people’s homes. So Mr John made me jump from Gr 4 to Gr 1 to experience how hard it is to not be in your own home.”

三年级的学生最近在学习PYP的跨学科主题单元——“共享地球”。当他们阅读和收集时，他们意识到砍伐树木给地球带来的负面影响，也为植被的消失导致动物失去家园而难过。作为关爱行动的一部分，学生们提议应该植树为我们提供更清洁和新鲜的空气，并帮助鸟类找到新的家园。 

Grade 3 students have been engaging with the PYP transdisciplinary theme of Sharing the Planet. As they were reading and gaining knowledge about deforestation, students realized that there are some negative consequences if we cut trees. It made them sad when they realized that animals could lose their homes by removing trees. As part of their caring action,  students suggested that they should plant trees to provide us cleaner and fresher air, as well as help birds find new homes.

3月15日，三年级的学生和教师前往了佛灵湖，种植木瓜树，学习着植树和制造帮助树木成长的环境。挖掘泥土、种植木瓜树、挑水上山。三年级学生通过种树改善自身所处的社区。等到八月份木瓜树结下果实，将被捐赠至老年人疗养院。

On March 15th grade 3 students and teachers visited Foling Lake and planted papaya trees. Students learned the procedure of planting and helping trees grow. They worked together digging holes, planting papaya trees and carrying water up the hill. By planting trees, grade 3 students helped out our community as well. Once the papaya fruits are ready for harvest in August; they will be donated to a nursing home for old people.