单元结题是我们学校PYP学部的大事，因为学生可以通过有趣且丰富的形式展示他们在一个单元的探究学习里收获的知识和概念性理解，他们乐于向不同的来宾讲解他们的伟大发现，他们喜欢化身于不同的角色展示他们的研究成果，他们善于运用“学习方法”支持自己的目标研究学习，他们都是可以自我调节的学习者。

Unit celebration is a major event for our school PYP, as students can demonstrate the knowledge and conceptual understanding they have gained in a unit of inquiry learning through interesting and rich forms. They are willing to explain their great discoveries to different guests, like to incarnate in different roles to demonstrate their research results, and are good at using "learning methods" to support their target research learning. They are self-regulated learners.

一年级学生的结题活动采用分板块讲解的形式带我们走进了多姿多彩的艺术世界。他们自主分组，合作完成展板设计，内容分别有：“开题啦”、“表情包猜猜猜”、“采访专栏”、“艺术人物知多少”、“国画艺术”以及“创意无限”等等，师生一起通过展示所学表达对“人们运用不同的表达方式通过艺术传达他们作为人的独特性”的理解，展示出“善于交流”、 “知识渊博”的学习者品质。

G1 students took us into a colorful art world in the form of segmented explanations. "They independently grouped and cooperated to complete the design of the exhibition board, with the following contents: "Opening the Topic ","Emoji Guess "," Interview Column ","Encyclopedia about Artistic Characters"," Traditional Chinese Painting Art ", and" Unlimited Creativity ". Teachers and students together demonstrated their understanding of central idea "people use different ways of expression to convey their uniqueness as human beings through art", and showcased their good communication skills and their learner quality -- being knowledgeable.

数学结题中，孩子们展示了自己对20以内退位减法、平面图形、分类与整理的学习。通过“形式、变化”这两个关键概念的驱动，孩子探究总结了“破十法”、“平十法”和“想加算减法”等不同的计算方法。；又运用 “功能”这一关键概念，孩子们联系实际生活，分析了“有多余条件的问题”和“多几（少几）”的问题，培养了收集和辨别数学信息的能力，并能运用正确的方法解决实际问题。

英语结题中，学生参与到熟悉故事的阅读中，他们在阅读中体现了单词认读能力。他们谈论故事中的事件，对人物和事件进行推断以表示理解，并用正确的表达方式阅读单词、短语和句子。在写作中，学生们写信讲述他们的经历、想法和感受。他们写下简单的句子和玩具、颜色和衣服的名字。

In math, they demonstrated their learning of subtraction within 20, planar graphics, classification, and organization. Driven by the 2 key concepts -- "form and change", children explored and summarized different calculation methods such as "breaking the ten method", "leveling the ten method", and "adding and subtracting". Using the key concept of "function", children have analyzed "problems with superfluous conditions" and "more or less" problems in real life, cultivating the ability to collect and distinguish mathematical information, and being able to use correct methods to solve practical problems.

They joined in with reading familiar and simple stories and demonstrated an understanding that one spoken word corresponds with one written word. They talked about events in a story and made inferences about characters and events to show understanding and they read words, phrases, and sentences with proper expressions. In writing, the students wrote to tell about their experiences, ideas, and feelings. They wrote simple sentences and names of toys, colors and clothes.

二年级的孩子们用自己改编的故事剧本《从现在开始》，以话剧的形式演绎他们对故事单元的理解。他们充分调动了自身的研究技能，沟通技能和思考技能去排练表演话剧，大大激发了他们阅读故事、创作故事的兴趣。每个学生还通过多元的角度，对不同角色性格特点的讨论，解读了作者写作的目的，展示出“积极探究”的学习者品质。

G2 students used their own adapted storyline "From now on", to demonstrate their understanding of story units in the form of drama. They have fully mobilized their research skills, communication skills, and thinking skills to rehearse and perform plays, with their interest being greatly stimulated in reading and creating stories. Each student also interpreted the purpose of the author's writing by discussing the personality characteristics of different roles from multiple perspectives, demonstrating the learner's quality of "inquiriers".

数学结题中，围绕“形式、功能、联系”这三个关键概念，学生展示了对“表内除法”平均分的理解，准确分析总数、份数和每份数之间的关系，并有条理地思考、解决问题；通过剪纸活动展示了对图形轴对称、平移和旋转规律的发现，表现出良好的空间想象能力。

学生们展示了如何通过改变他们在家里和学校的行为来履行他们的责任，他们从展示家务词汇开始，然后转移到如何用形容词来描述人的行为，最后，呈现了一般现在时和第三人称单数动词形式这个语言学习的重要结构。

In math, around the 3 key concepts of "form, function, and connection", students demonstrated their understanding of the average score of "intra table division", accurately analyzed the relationship between the total number, the number of copies, and the number of every copy, and methodically considered and solved problems. Through the Paper Cuttings activity, students' discovery of the laws of axial symmetry, translation and rotation of figures were demonstrated, showing their good spatial imagination.

Students demonstrated how to fulfill their responsibilities by changing their behavior at home and school. They began by displaying household vocabulary, then shifted to using adjectives to describe human behaviors. Finally, they presented the important structure of language learning: the simple present tense and the third person singular verb form.

三年级的同学们在亲近植物时选取了最感兴趣的植物主题作为结题内容，小组合作以海报分享、自制演示文稿解说、视频讲解、英文歌演唱四种形式进行了结题发表。大家积极分享了对中心思想及相关概念的解析，结合在研学途中及日常生活中跃入脑海的问题，共同回顾了单元探究之旅以及采取的相关行动。

最后，大家将单元探究内容和联合国17个可持续发展目标相结合，愿共创资源节约型、环境美好型学习社区。

G3 students choose the topic of plants that they are most interested in when getting close to plants as the summative assessment. Group work is conducted to complete the topic through poster sharing, self-made presentation explanation, video explanation, and English song singing. Everyone actively shared their analysis of the central idea and related concepts, and reviewed the unit exploration journey and relevant actions taken in combination with the questions that jumped into their minds during their research journey and daily life. Finally, everyone combines the unit exploration content with the 17 sustainable development goals of the United Nations, and is willing to jointly create a resource efficient and environmentally friendly learning community.

数学结题中，学生展示了自己绘制的位置与方向平面图，图中融合各学科知识，例如数学、天文、地理、英文等，探究出各种辨别方向的方法，以及关于方向和行走路线的不同表达方式。此外，学生还通过抽题的方式，演算一位数除三位数的笔算方法，并讲解其中的算法与算理，能够将一位数除两位数的计算方法应用于一位数除三位数的计算之中，发展了数学推理意识。

学生通过小组、结对工作和互动活动，展示了本单元所学词汇、位置介词、“擅长”的表达和动名词的使用。他们遵循支架式语言学习方法，从基本的词汇和语法结构开始，逐渐建立了更复杂的语言使用。老师的形成性评估给了他们足够的、有针对性的支持。

At the summative assessment, students presented their own location and direction plan, which incorporated knowledge from various disciplines, such as mathematics, astronomy, geography, and English. They explored various ways to identify directions, as well as different expressions of directions and walking routes. In addition, students also learnt the written calculation method of dividing one digit by 3 digits by drawing questions, and explained the algorithms and algorithms therein. They could apply the calculation method of dividing one digit by 2 digits to the calculation of dividing one digit by 3 digits, and develop a sense of mathematical reasoning.

Through group work, paired work, and interactive activities, students demonstrated the vocabulary, positional prepositions, the expression of "good at", and the use of gerunds learned in this unit. They followed a scaffolding approach to language learning, starting with basic vocabulary and grammatical structures, and gradually establishing more complex language use. The teacher's formative assessment provided them with sufficient and targeted support.

四年级的结题以Gallery Walk的形式展示小组制作的生态系统模型、海报、倡议书以及作文。通过本单元的学习，学生能练习自己的思考、研究、自我管理技能，通过这些技能工具的运用，知道生态系统的组成，不同生态系统的特点，生物间的捕食关系，食物链和食物网，会分析某个物种消失了，对生态系统造成的影响；理解“原因、连系、责任”这三个关键概念，并运用其进行学习，比如，会根据“连系”一词提出问题——“人类如何与环境相互作用?”并进行探索；能意识到我们需要承担责任，并采取行动。

The summative assessment of G4 is to present the ecosystem model, poster, proposal, and composition produced by the group in the form of Gallery Walk. Through the learning, students could practice their thinking, research, and self-management skills. Through the use of these skills and tools, they could understand the composition of ecosystems, the characteristics of different ecosystems, the predator-prey relationship between organisms, food chains, and food webs, and analyze the impact of the extinction of a certain species on the ecosystem. They were able to understand the 3 key concepts of "causation, connection, and responsibility" and use them to learn. For example, they could ask questions based on the word "connection" like "How do humans interact with the environment?" and explore them. They were aware that we need to take responsibility and take action.

数学结题中，学生展示了自己绘制的四则运算及运算定律思维导图，通过“联系、功能、变化”等关键概念呈现对四则运算、运算定律的理解与运用。例如由概念“功能”驱动，他们能灵活地运用运算定律进行简便计算；由概念“变化”驱动，学生根据数据特点，灵活地把算式中的数拆分，重新组合，充分表现出“积极思考”的学习者品质。

学生通过演讲，向大家介绍了他们所研究的生物群落和其中食物网的互动关系，展示出良好的“研究技能”学习者品质。他们还分享了拥有丰富内容的文件夹，包括富有个性的反思任务单，综合地展示出IB学习者品质。

In math summative assessment, students showed their own mind map of the operations and operational laws, and presented their understanding and application of the 4 operations and operational laws through key concepts such as "connection, function, and change.". For example, driven by the concept of "function", they could flexibly use operational laws for simple calculations; Driven by conceptual "change", students could flexibly split and reassemble numbers in mathematical expressions based on data characteristics, fully demonstrating the learner's quality of "thinkers".

Through presentations, students introduced the interactions between the biological communities they studied and the food webs within them, demonstrating good "research skills" learner qualities. They also shared folders with rich content, including personalized reflective task sheets, which comprehensively demonstrated the attributes of IB learner profile.

通过这样的单元结题活动，我们看到了我们的学生善用他们自己的自发性和个人意愿去探索这个世界，看到了他们乐于承担自主学习的责任，以及在合作中意识到他人的意见，价值和需要，逐步建立起社群意识。这样他们就有足够的能力应对不确定的未来。

Through such unit celebrations, we have seen that our students made good use of their own agency and personal will to explore the world and that they were willing to assume the responsibility of autonomous learning, and recognize the opinions, values, and needs of others in cooperation, gradually building a sense of community. In this way, they could be equipped with sufficient capacity to cope with the uncertain future.