IB教育看重知识概念与生活实际的链接，鼓励学生走出课堂，在实践中形成自己的概念性理解，并作出行动。

在五年级第四单元的学习中，学生首先通过走访和了解，认识了社区内的组织，然后开始“搜罗”校园里有哪些组织，并选择了CBIS特色的家族活动进行了解。

学生们本身就作为家族的一员，而现在，他们需要站在一个更高的角度去了解组织组建的目的，并对更好地进行家族活动提出了自己的看法。

IB education focuses on linking knowledge concepts to real-life situations. In Unit 4, G5 students first learned about organizations in the community, visited the organizations in their own neighborhoods, then began to "search" for organizations on campus, and chose to learn about family activities that are characteristic of CBIS.

As members of the family themselves, they now have a higher perspective on the purpose of the organization and offer their own ideas on how to better conduct family activities.

五年级的孩子们认识了为着不同的目标而建立的不同组织，包括党组织、蓝天救援队、联合国等等。他们理解了不同组织的建立是为了解决不同的问题，并促进人类社会更好地发展。

最后，学生还知道了世界上存在着一些不良的组织，如诈骗团伙、邪教等，同时学生也知道了为了应对这些不良组织，国家政府也组建了对应的组织去阻止这些不良组织的发展，并学习了如何更好地做好安全上网，保障自身安全。

在最后的总结性评估中，学生按照个人兴趣分成不同的小组选择了不同的组织去探索，他们在作品中展示了自己对组织、组织建立的目的以及自己的角色与行动的理解，并邀请家长们加入自己的行动中。他们通过对单元的学习，展示出了对社会的责任心，对自然环境的尊重。

They then learned about the different organizations that have been established for different goals, including the Party, Blue Sky Rescue, the United Nations, and so on. They understood that different organizations were created to solve different problems and to promote the betterment of human society. Finally, students also learned that there are some undesirable organizations in the world, such as fraud gangs, cults, etc. Also, students learned that in order to deal with these undesirable organizations, national governments have formed corresponding organizations to stop the development of these undesirable organizations, and learned how to do a better job of staying safe online and keeping themselves safe.

In the final summative assessment, students were divided into groups according to their individual interests and chose different organizations to explore, in which they demonstrated their understanding of organizations, the purpose of their creation, and their roles and actions, and parents are invited to join in the action themselves.

技能学习是IB教育中不可或缺的一部分，它贯穿整个单元的学习。对于IB教育来说，学生学会如何学习至关重要，五大技能将支持学生成为自我调控的学习者。教师在每个单元的学习中都会选择一些适宜的子技能作为本单元着重培养的方面。

在第四单元中学生主要学习了沟通技能，学会如何在外出时认真聆听解说，在他人分享经历时懂得安静倾听，并学会做笔记与提问。在演讲时，能够根据听众选择最有效的沟通方式；在做作品时，能够很好地使用网络平台找到所需信息，并找到最合适的方法记录发现的细节；在与他人合作时，学生能够尽可能地帮助大家成功。

Skills are learned throughout the unit. In this unit, students focus on communication skills, learning how to listen carefully to explanations when out and about, to listen quietly when others share their experiences, and to take notes and ask questions. When giving a presentation, students are able to choose the most effective way to communicate based on the audience; when doing their work, they are able to use online platforms well to find the information they need and find the most appropriate way to record the details they find; when working with others, students are able to help everyone succeed as much as possible.

在英语方面，学生深入了解了现代发明如何拯救我们的地球以及如何使用连接词来表达他们的想法。学生需要完成食谱烹制或DIY手工品的步骤和过程的拍摄、讲解以及撰写，他们在这些步骤和过程中使用连接词来展示制作东西的顺序。学生还学习了材料，询问不同物体的材料以及这些物体的功能。

数学方面，学生们通过绘画并讲解思维导图手抄报、分组参与知识问答竞赛，展示了学生们如何拼摆和观察立方体图形、如何分辨和计算立体图形的基本数据如：表面积、体积、容积等等；在学生们拼摆和观察立体图形时，锻炼了他们的空间想象能力，提升了他们的思维技能；在学生们讲解本单元知识点思维导图时，需要同学们整理并输出分辨、计算立体几何图形数据的要点有哪些，分别需要怎么做，提升了学生们的沟通技能。

As we have concluded Unit 4, students gained insight into how modern inventions can save our planet and how to use connectives to express their ideas. Students need to film, explain, and write about the steps and processes of recipe cooking or DIY handicrafts. They apply conjunctions to show the order of making things in these steps and processes. Students also study materials, asking about the materials of different objects and the function of those objects.

In mathematics, students participated in knowledge quizzes by drawing and explaining mind maps, transcribing reports, and grouping. They demonstrated how to spell and observe cubic shapes, and how to distinguish and calculate basic data of three-dimensional shapes, such as surface area, and volume; When students put together and observed three-dimensional shapes, they exercised their spatial imagination ability and improved their thinking skills; When students explained the thought map of knowledge points in this unit, they sorted out and output the key points of resolving and calculating solid geometry figure data, and how to do them respectively, which improved students' communication skills.