二年级的跨学科探索聚焦于“我们所处的时空环境”，并选定了一个既灵活又富有深意的中心思想：地图——解锁世界地理位置的钥匙。我们的教育目标旨在塑造兼具知识广度与探究深度的学习者，不仅重视知识的传授，更强调研究能力、有效沟通技巧以及团队协作能力的培养，让孩子们在探索世界位置的奥秘中全面发展。

In Grade 2, our transdisciplinary theme was Where We Are in Place and Time. To guide our exploration, we selected a flexible and meaningful central idea: the utility of maps in understanding the world’s locations. We aimed to foster the traits of Knowledgeable and Inquirer learners while focusing on developing research, communication, and teamwork skills.

在合作备课过程中，各学科教师根据中心思想调整设计课程。例如：Mr. Hitchen 在英语课上带领同学们认识各大洲和各个国家的英文名称。

During collaborative planning, subject teachers aligned their lessons with the overarching theme. For example: Mr. Hitchen (English) studied the names of countries and continents.

数学课上，谭老师和同学一起认识长度单位，并开展测量。

Ms. Tan (Mathematics) explored measurements of distance.

语文课上，刘老师介绍中国的风景名胜。

Ms. Liu (Chinese) introduced famous locations and attractions in China.

Mr. Vejkovic 在体育课上用各类体育器材模拟各大洲的方位，让同学们在运动中认识世界。

Mr. Vejkovic (Physical Education) organized physical games to help students learn about nations and their continents.

Ms. Poghosyan 在音乐课上带领同学们学唱曲调悠扬的外语歌曲。

Ms. Poghosyan (Music) taught traditional music from around the world.

这些精心设计的跨学科课程，引领学生们深入洞察世界的广阔图景，深刻理解中国在全球格局中的独特地位，并激发了他们对无数奇妙未至之地的无限遐想与探索欲望。

These interdisciplinary lessons gave students a deeper understanding of the world, China’s place in it, and the many incredible places waiting to be explored.

我们首先探索了世界地图，并询问学生是否能准确地记住部分国家的位置。他们还能在空白地图上标注勾选自己感兴趣的国家，这个环节激发了他们强烈的好奇心：

世界上最大的国家是哪个？——俄罗斯

世界上最小的国家是哪个？——梵蒂冈

哪个国家的形状看起来很奇特？——意大利

通过这项活动，学生们对世界地理有了基本的了解，知道了许多他们听说过但从未在地图上考虑过的著名国家的位置。

We began by exploring world maps and asking students if they could identify the locations of any countries. They annotated a blank map with countries of their choice, which immediately sparked their curiosity:

Which is the biggest country in the world? (Russia)

Which is the smallest? (Vatican City)

What is this strange-shaped country? (Italy)

This activity gave students a foundational understanding of the world’s geography and the locations of many famous countries they had heard of but never considered on a map.

利用网络技术，每个学生都填写了一份 KWL 表格：

- K-已知信息：他们对所选国家已有的了解；

- W-未知信息：他们想了解什么；

- L-探究所得：他们通过研究发现了什么；

学生们选择一个国家，填写 “已知信息 ”一栏，并在 “未知信息 ”一栏列出他们的问题。然后，他们利用互联网查找答案，完成 “探究所得 ”部分。

Using information technology, each student completed a KWL form:

• Know: What they already knew about a chosen country.

• Want to know: What they were curious to learn.

• Learnt: What they discovered through research.

Students selected a country, filled in the Know div, and listed their questions in the Want to know column. They then used the internet to research answers, completing the Learnt div.

在探究的基础上，同学们设计了一个指向所选国家的路标。每个路标包括：

- 关于这个国家的关键信息；

- 这个国家和长沙的距离；

完成后，这些标牌将按照北、南、东、西的正确方向被布置在我们的教室里，为学生们新获取的知识打造了一个引人入胜的互动展示空间。

Building on their research, students designed a signpost pointing toward their chosen country. Each sign included:

• Key information they had learned.

• The distance in kilometers from Changsha.

Once finished, the signs were oriented in the correct cardinal direction——north, south, east, or west—from our classroom, creating an engaging and interactive display of their newfound knowledge.

在深入探究国际世界的过程中，我们探讨了多样化的探索手段，并研究了历史上人们在骑马、航海或乘坐火箭旅行时是如何克服挑战、确保生存的。同学们挖掘出了诸多引人入胜的细节，例如：

- 昔日水手们的独特饮食习惯；
- 宇航员在太空环境中如何安然入睡；
- 人们骑着马匹探索过的广泛地区与多样地形；

这一阶段的学习使学生们深刻理解了历史上探索活动中所面临的挑战以及伴随而来的创新成果。

Building on their research into the international world, we examined different methods of exploration and how people have historically survived while traveling by horse, ship, or rocket. Students discovered fascinating details, such as:

• The dietary habits of sailors from the past.

• How astronauts sleep in space.

• The regions and terrains people explored on horseback.

This phase gave students insight into the challenges and innovations associated with exploration throughout history.

为了突出地图的信息和交流能力，学生们的任务是设计自己的学校地图。地图绘制完成后，他们将一件物品藏在四楼的某个地方，并用地图指引同伴找到物品的所在位置。此次实践活动让学生们乐趣与收获并存，极大地深化了他们对地图在指引方向、促进沟通方面的核心价值与实用功能的认识。

To highlight the informational and communicative power of maps, students were tasked with designing their own maps of the school. Once their maps were complete, they hid an item somewhere on the fourth floor and used their map to guide a partner to its location. This hands-on activity was both enjoyable and rewarding for the students, reinforcing their understanding of how maps help us navigate and communicate effectively.

在数学课堂上，同学们深入探讨了距离的测量方法以及如何在地图上解读距离。他们系统学习了毫米、厘米、米和千米等测量单位，并通过实际练习，将这些知识应用于地图阅读之中。在老师的悉心指导，同学们理解了测量是如何与现实世界中的地理位置相对应的。

In mathematics class, students explored how to measure distance and interpret distances on maps. They learned about units of measurement—millimeters, centimeters, meters, and kilometers—and practiced applying these skills when reading maps. Ms. Tan guided them in understanding how measurements translate to real-world geography.

在UOI英语课上，学生们不仅学习了各个国家及大陆的名称，还掌握了描述出国旅行的方法。此外，他们还深入探讨了不同类型的交通工具，并就长距离与短距离旅行中哪种交通方式更为高效进行了热烈讨论。

During UOI English class, students studied the names of various nations and continents and learned how to describe trips abroad. They also explored different types of transportation, discussing which methods are more efficient for long versus short distances.

在中文课上，学生们探索了中国的风景名胜，加深了对中国文化和地理意义的了解。

In Chinese class, students explored famous locations and attractions within China, broadening their understanding of the country’s cultural and geographic significance.

在Mr. Hitchen的科学课堂上，同学们对世界范围内多样化的动物栖息地进行了深入探索，并研究了特定动物为何能在其特定环境中茁壮成长。他们学习了生物的各种基本特征，包括运动方式、进食习惯和呼吸机制，以及这些生物的栖息地是如何满足它们这些基本生存需求的。

In science class with Mr. Hitchen, students delved into the world’s diverse animal habitats and examined why certain animals thrive in specific environments. They learned about the characteristics of living creatures—such as movement, eating, and breathing—and how habitats meet these essential needs.

Ms. Poghosyan引领学生们领略了世界音乐的迷人魅力，使他们得以通过这一独特视角，亲身体验到遥远国度丰富多彩的文化表现形式。

Ms. Poghosyan introduced students to the enchanting sounds of world music. Through this exploration, they experienced the rich cultural expressions of far-flung nations.

Mr.Vejkovic 让同学们参与了一个寓教于乐的分类游戏，教他们将国家归入各自的大洲。这项活动对学生来说既丰富又有趣。

Mr. Vejkovic engaged students in a fun and educational sorting game, teaching them to organize countries into their respective continents. This activity was both informative and enjoyable for the students.