弘科未来小学部Newsletter丨从生命守护到文化解码，UOI跨学科探究赋能未来成长者

中心思想：

动植物的生存取决于它们对变化的反应能力

探究线索：

• 常见动植物特征与生长需求

• 动植物的栖息地与适应性

• 人类对栖息地/环境的责任

“共享地球”超学科探究活动中，G1的孩子们变身自然小观察员，深入认识身边的动植物。他们用画笔记录生物图鉴，通过对比学习建立分类概念；在种植绿植的过程中持续观察，记录数据、绘制生长图表，亲身体会生命成长的基本需求。

这种实践与认知结合的学习方式，完美体现了IB“知行合一”的学习理念。

随着探究深入，孩子们开始研究“栖息地”，了解不同环境中动植物的独特特征，深刻理解动植物与环境相互依存的关系。在“消失的生物”讨论中，他们尝试用因果关系分析生态失衡的后果，用图表展示森林砍伐的连锁影响。这些思考让环保意识在他们心中悄然生长，这正是IB培养者目标所倡导的“懂得关爱”的真实写照。

在结题展示中，孩子们自信地分享植物生长的观察记录，展示小组合作完成的栖息地主题海报。当他们庄重地发出环保倡议时，我们看到的不仅是一个探究单元的学习成果，更是小小全球公民的责任觉醒——这也是弘科未来学校培养“世界公民”的教育目标。

中心思想：

好的游戏互动促进身心健康和人际交往

探究线索：

• 游戏的种类与作用

• 中国和其他国家的传统游戏

• 创造和发明游戏

在表达的星河中，游戏是最生动的语言，从远古的智慧传承到现代的创意迸发，游戏始终是人类表达情感、联结彼此的重要方式。

在本次“我们如何表达自己”的探究中，G2的孩子们化身为“游戏探索家”，通过观察、体验与创造，发现游戏不仅是快乐的源泉，更是促进身心健康、搭建友谊桥梁的魔法工具。

在探究过程中，孩子们首先围绕“游戏的种类与作用”展开讨论，通过调查与分类，发现游戏的多样性：益智游戏锻炼思维，体育游戏强健体魄，合作游戏凝聚团队精神。孩子们惊喜地认识到——“原来每一种游戏都是我们表达自我的独特方式！”

接着，他们穿越时空，探索“中国与世界的传统游戏”。从中国的踢毽子、跳皮筋，到西方的玻璃球、印度的卡巴迪，孩子们在体验中感受不同文化的智慧与趣味。他们发现，尽管规则不同，但游戏传递的欢乐与协作精神跨越了国界，“原来世界各地的孩子都爱玩！”

最后，孩子们化身“小小发明家”，通过“游戏规则的创新与改良”，设计出属于自己的新游戏。有的将传统丢石子设计成闯关游戏，有的把击鼓传花改为数学炸弹，有的为游戏添加“互助任务”，还有的小组结合了趣味体育运动……在创作中，他们学会了倾听同伴的建议，用规则传递公平与包容，“原来改变一点点规则，就能让游戏更有意义！”

在结题展上，孩子们自信展现探究成果。孩子们不仅成为自信的“表达者”，用清晰的语言介绍游戏文化，更成为温暖的“倾听者”，认真记录观众反馈，思考如何让游戏更包容、更富创意。

相信这份对游戏的热爱与思考，将伴随孩子们成长为懂得关爱、积极研究、勇于尝试的世界公民，在更广阔的舞台上绽放光芒！

中心思想：

家风和个人的选择影响家庭关系和人的成长。

探究线索：

• 家庭和家族的组成（家谱/族谱）

• 家风和选择对人的影响

• 制定我的家风、家训

在IB学习者培养目标的指引下，G3的孩子们在本次“我们是谁”超学科主题探究活动中，围绕“家风和个人的选择影响家庭关系和人的成长”这一核心思想，通过一系列精彩纷呈的活动与深入的思考，对家庭的构成、家风的深远影响以及个人在家风中的独特角色，有了全方位且深刻地认知与感悟。

本单元以培养勤于思考、善于交流、胸襟开阔的IB学习者为目标，完整呈现知识、概念与行动的三重维度。

在结题展中，第一、二组的孩子以 “家庭和家族的组成与变化”为切入点，以孙中山家谱为范例梳理家族脉络与历史变迁时间线。孩子们通过采访长辈、绘制自家家谱树，发现家庭结构随时代演变的特点，在 IB“多角度探究” 理念下增进了跨代际情感联结，体会到家族文化的延续性。

第三、四组的孩子聚焦 “家风对人的影响”，对比传统与现代家风的异同。通过四角讨论，学生们探讨传统家风在当代的适用性，将抽象的家风转化为具体行为指南，这一过程正是 IB“批判性思维” 培养的实践体现。

第五、六组围绕 “制定我的家风家训”，通过制作海报、书写毛笔作品等形式呈现成果。他们与家长共同修订新家风并录制宣言视频，在沟通协作中理解家庭责任与个人成长的关系，体现了孩子们在行动中发挥了学习能动性。

本次探究中，学生从梳理家族谱系到创新家风表达，完成了从文化继承者到创新者的转变。结题展上，孩子们将家训贴上展架的瞬间，不仅是学习成果的展示，更标志着小小 IB 学习者文化自觉的觉醒 —— 这些未来的世界公民，正用国际视野续写家族文化的新篇章。

中心思想：

非物质文化遗产凝结着人类的智慧、历史和文明。

探究线索：

• 物质文化遗产与非物质文化遗产

• 世界非遗与本地非遗

• 我是非遗小传人

G4的孩子们围绕着“我们如何组织自己”这一超学科主题，缓缓揭开了非物质文化遗产的神秘面纱。

他们在这次探究中发现：每一道剪纸纹样都在诉说先民的宇宙观，每一声古琴震颤都承载着千年的智慧密码。在这场以“守护文明基因”为使命的探究中，孩子们以IB学习者的国际视野，破译了非遗的传承逻辑——从针灸经络的生态哲学到弗拉明戈的迁徙叙事，最终用数字技术为古老技艺注入新生。

在探究过程中，G4的孩子们聚集于理解物质文化遗产和非物质文化遗产的概念，初步理解物质文化遗产和非物质文化遗产的定义、种类、价值、呈现方式、如何传承。

在了解了非物质文化遗产概念基础上，孩子们重点探究了世界非遗法棍、西班牙的弗拉明戈，中国的非遗端午节、中医针灸。他们挑选了自己感兴趣的非遗节目进行学习和表演，还制作了非遗宣传手册，制定了保护非遗计划书。

为致敬非遗文化，孩子们带来八个非遗主题展示：古琴、端午、春节、太极拳、书法、篆刻、剪纸、皮影戏。他们用改编的节目和精心准备的材料诠释传统技艺。结题展现场，古琴声悠扬，龙舟模型传递民俗记忆，太极扇刚柔相济，书法篆刻墨香飘散。

最亮眼的是孩子们设计的剪纸墙和动态皮影剧场，稚拙的创作中蕴含对传统的敬畏与创新。小讲解员生动讲述春节习俗，观众在互动区流连忘返。孩子们发起倡议：“让祖先智慧融入未来”，签名墙见证文化传承的萌芽。  

结题展上，古老智慧与现代创新碰撞。孩子们用数字技术记录皮影制作，通过工具传播篆刻艺术，不仅践行了IB“勇于尝试”的精神，更实现了文化传承的创造性转化。这群“数字原住民”正以Z世代的方式，让传统技艺焕发新生，让文明基因永续流淌——每个孩子都成为文明长河中传承创新的星光。

中心思想：

影视作品展现不同时期和地域的文化。

探究线索：

• 不同时期的经典影视作品

• 影视作品与时代和地域文化的关系

• 影视编排与制作

G5的孩子们在“我们如何表达自己”这一超学科主题下化身影视工作者，通过观看不同年代的经典电影和电视剧，使用对比分析法研究不同时期影视作品的独特风格和表现形式的技术谱系。

 在《傲慢与偏见》与《甄嬛传》的平行观影中，孩子们通过影视镜头构建文化符号矩阵：英国庄园建筑的阶级密码，清代旗头钿子的礼制符号，达西先生僵硬的鞠躬角度与甄嬛垂落的珠帘步摇，都是时代生活与精神的影像化转译。

孩子们正在完成IB课程最生动的批判性思维实训——那些被转译到胶片上的文化基因，终将在他们的思维矩阵里重组出新的认知图谱。

G5的孩子们在探究中了解了包括剧本创作、镜头运用、剪辑技巧在内的相关影视编排和制作的基本知识。他们在微电影创作中，巧妙地运用分镜头脚本设计叙事节奏，每个环节都亲力亲为，创作出了属于自己小组的短视频。

当孩子们在结题展上郑重地向参观的人们阐述他们的创作理念时，我们看到的不仅是影视技能的掌握，更是IB“国际情怀”的具象化表达——这些年轻的全球公民，正用镜头语言搭建文明互鉴的新通道。

声明：

1.G5-Video-1视频中引用的漫威片头片段（00:00:00-00:00:31）来源于漫威影业官方作品，著作权归属于漫威及其关联公司；

2.G5-Video-2视频开头的“龙标”设计（00:00:00-00:00:06）为学生在项目探究中的模拟创作，非官方电影公映标识；

3. 上述两个视频均为学校学生探究课程实践作品，片中使用的 [漫威片头/龙标] 等素材仅为教学成果展示，非商业用途。我们尊重原作者及版权方的合法权益，如涉及侵权，请立即联系我们，我们将第一时间删除相关内容。

在探究过程中，孩子们通过学习影视技术史等相关知识，掌握了文本分析、数字创作等核心能力，从而完成了从文化消费者到传播者的身份转变。这些具备媒介素养的IB学习者，正在数字时代重新定义文化表达的边界。让这些光影诗人继续用创新思维，书写人类文明交流的新剧本！

Central Idea：

The survival of animals and plants depends on their ability to respond to change.

Lines of Inquiry:

• Characteristics and survival requirements of common organisms

• Animals and plants Habitats and Adaptability

• Human Responsibility for Habitats/environment

In our transdisciplinary theme "Sharing the Planet" , G1 students transformed into nature observers, meticulously documenting local biodiversity. Through illustrated field guides and comparative studies, they constructed taxonomic understanding. By cultivating greenery while recording growth data and creating botanical charts, they experientially grasped life's fundamental needs - a perfect embodiment of IB's "learning by doing" philosophy.

Deepening their inquiry into habitats, students analyzed organisms' adaptive features across environments, comprehending intricate ecological interdependencies. During "Vanishing Species" discussions, they employed causal reasoning to map deforestation impacts through flowcharts. This cognitive journey nurtured environmental consciousness, vividly manifesting the IB learner profile attribute of "Caring".

At the unit exhibition, students confidently presented botanical observation logs and collaboratively designed habitat infographics. Their solemn environmental pledges revealed not merely unit outcomes, but the awakening of global citizenship - the very essence of ACZS's mission to cultivate principled world citizens.

Central Idea：

Effective gaming interactions promote physical/mental well-being and social connections.

Lines of Inquiry：

• Types and functions of games

• Traditional Games in China and Other Countries

• Creating and Inventing Games

Games are humanity's most vibrant language of expression, serving as an enduring bridge connecting emotions and communities from ancient wisdom to modern creativity. In this "How We Express Ourselves" , G2 students transformed into "game explorers". 

Through observation, experience, and creation, they discovered games as not merely sources of joy, but magical tools fostering holistic development and social bonds.

Investigating game typology and purposes, students conducted surveys and classification activities. They uncovered gaming diversity: mind-sharpening puzzles, physique-building sports, and team-building collaborative games. An epiphany emerged: "Every game is our unique language of self-expression!"

Through time-traveling explorations of traditional games, students experienced cultural wisdom via Chinese jianzi and rubber band jumping, Western marbles, and Indian kabaddi. They realized: "Though rules differ, the joy and cooperation in games transcend borders – children worldwide share this playful spirit!"

As junior game designers, students reinvented rules to create original games: transforming stone-tossing into obstacle challenges, blending drum-passing with math challenges, and embedding teamwork missions. Through co-creation, they practiced active listening and encoded fairness into rules, discovering: "Minor rule modifications can amplify gaming significance!"

At the culminating exhibition, students demonstrated dual competencies: as articulate presenters explaining gaming cultures, and empathetic listeners documenting feedback to enhance game inclusivity and creativity.

This gaming-inspired inquiry nurtures ACZS students as caring inquirers and risk-takers, equipping them to shine as global citizens on broader life stages.

Central Idea：

Family ethos and personal choices influence family relationships and individual growth.

Lines of Inquiry：

• The Composition of Family and Lineage (Family Tree/Genealogy)

• The influence of family values and choices on Individuals

• Establishing my family values and motto

Guided by the IB learner profile attributes, our Grade 3 students embarked on the transdisciplinary theme "Who We Are", exploring how family ethos shapes relationships and personal development. 

Through multifaceted activities, they gained holistic understanding of family structures, ancestral values, and individual agency, aligning with IB learner profile  to nurture thinkers, communicators, and open-minded learners through knowledge, concepts, and action.

Group 1-2 students analyzed Dr. Sun Yat-sen's genealogy as historical reference while crafting family trees through elder interviews. This multiple-perspective investigation revealed evolving family structures across generations, strengthening intergenerational bonds and appreciating cultural continuity through IB's "multifaceted inquiry" approach.

Groups 3-4 conducted comparative studies on traditional vs modern family ethos through four-corners debates. By transforming abstract values into actionable guidelines, they demonstrated critical thinking - a hallmark of IB education - while evaluating ancestral wisdom's relevance in modern contexts.

Groups 5-6 co-created modern family mottos through calligraphic posters and manifesto videos. Collaborating with parents to refine household principles, they manifested agency in understanding familial responsibilities - an authentic demonstration of IB's "learning through action" philosophy.

This inquiry transformed students from cultural inheritors to innovators. The ceremonial moment of displaying family precepts symbolized not merely academic achievement, but the awakening of cultural consciousness in young IB learners. These ACZS-educated global citizens are now rewriting family narratives through intercultural perspectives, embodying the school's vision to shape tomorrow's world shapers.

Central Idea:

Intangible cultural heritage embodies human wisdom, history, and civilization.

Lines of Inquiry：

• Tangible Cultural Heritage and Intangible Cultural Heritage

• World Intangible Cultural Heritage and Local Intangible Cultural Heritage

• I Am a Young Inheritor of Intangible Cultural Heritage

Through the transdisciplinary theme "How We Organize Ourselves", ACZS Grade 4 students embarked on decoding the essence of intangible cultural heritage (ICH). 

They discovered cosmological narratives in paper-cut patterns and millennia-old wisdom encoded in guqin vibrations. 

As cultural genome guardians, these IB learners decrypted ICH's transmission codes - from acupuncture's ecological philosophy to Flamenco's migratory narratives - ultimately revitalizing ancient crafts through digital innovation.

Students systematically examined ICH characteristics through comparative analysis of global examples: UNESCO-listed French baguette-making, Spanish Flamenco, alongside Chinese Dragon Boat Festival and acupuncture. Curating personalized learning journeys, they produced heritage advocacy booklets and preservation blueprints after immersive workshops and performance rehearsals.

The culminating exhibition featured eight ICH stations: guqin performances evoking ancient soundscapes, dragon boat models preserving folk memories, and calligraphy demonstrations where ink met blockchain technology. A participatory剪纸墙 (paper-cut wall) and kinetic shadow puppet theater became crowd favorites, where naïve artistry blended traditional reverence with modern innovation.

Young docents animated Spring Festival rituals while visitors engaged in seal engraving workshops, culminating in a "Wisdom to Future" pledge wall symbolizing intergenerational commitment.

This heritage renaissance saw digital natives documenting shadow puppet crafting through 3D scanning and democratizing seal engraving via AR tutorials. More than demonstrating the IB learner profile attribute of being risk-takers, they achieved creative transformation of cultural heritage. These ACZS-educated innovators are rewriting civilization's code in Gen-Z lexicon, proving every child can be a luminous star in humanity's eternal cultural galaxy.

Central Idea: 

Film and television works showcase the culture of different periods and regions.

Lines of Inquiry：

• Classic Film and Television Works from Different Periods

• The Relationship Between Film and Television Works and Regional Culture

• Film and Television Production and Editing

As cinematic researchers under the transdisciplinary theme "How We Express Ourselves", ACZS Grade 5 students conducted comparative film analysis across decades.

Through parallel viewing of Pride and Prejudice and Empresses in the Palace, they decoded cultural semiotics: the class hierarchy embedded in English manor architecture versus Qing dynasty ceremonial headdresses, Mr. Darcy's precisely angled bows contrasting with Zhen Huan's pearl-adorned gait.

This visual semiotic deconstruction constitutes IB's most vivid critical thinking exercise - where celluloid-encoded cultural DNA gets reconfigured in learners' cognitive matrices.

Mastering screenplay writing, cinematography, and editing techniques, students produced original short films through meticulous storyboarding. Their exhibition presentations transcended technical demonstration, embodying IB's international-mindedness as young global citizens constructing new civilizational bridges through visual storytelling.

Disclaimer:

1. The Marvel Studios opening sequence clip(00:00:00-00:00:31)referenced in G5-Video-1 is sourced from official Marvel Cinematic Universe works, and the copyright ownership belongs to Marvel and its affiliated companies.

2. The "Long Biao" (the official film release identifier) featured at the beginning of G5-Video-2(00:00:00-00:00:06)is a simulated creation by students as part of their project-based inquiry, and is not an official film release certification logo.

3. Both videos above are student-created works for the school’s inquiry-based curriculum. All third-party materials (e.g., Marvel opening sequence/Long Biao) are used solely for the demonstration of educational outcomes and non-commercial purposes. We respect the legitimate rights and interests of original authors and copyright holders. Should any infringement concerns arise, please contact us immediately, and we will promptly remove the relevant content.

By studying film history and digital production, learners evolved from cultural consumers to empowered communicators, acquiring core competencies in textual analysis and creative media production. These media-literate IB learners are redrawing cultural boundaries in the digital age. May our cinematic poets continue scripting new chapters of cross-cultural dialogue through innovative vision!