EYFS幼儿园｜好奇心的种子在发芽：K1-K3孩子们的探究式学习实录

在探究式学习框架下，厦门华锐莱普顿幼儿园在3月开展了丰富多彩的跨学科主题活动。这些活动不仅激发了他们的好奇心，更培养了批判性思维、团队协作与社会责任感，为终身学习奠定了坚实基础。让我们一起来回顾一下孩子们的探究之旅吧。

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Under the framework of inquiry-based learning, CRS kindergarten has carried out a variety of interdisciplinary theme activities this month. These activities not only stimulate their curiosity, but also cultivate critical thinking, teamwork and social responsibility, laying a solid foundation for lifelong learning.Let’s take a look back at the children’s journey of exploration.

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本月，K1 Australia的小探索者们围绕“生物与非生物”这一主题，在IB探究循环的引导下，通过观察、分类、实践和反思，逐步理解生命的特征、多样性以及如何关爱生命。 

Sorting Out分析资料：

我们该如何识别生物与非生物呢？K1的孩子们通过观察与比较，找出他们的相同点和不同点，理解生物的基本特征（如花朵的生长需要水和阳光等、动物和人呼吸、需要食物等）。孩子们通过小组的形式讨论出生物和生物的分类，通过使用剪刀进行剪切图片，然后进行粘贴，提升社交技能的同时也能够极大的提高社交技能的替升，能够倾听他人观点，也能够阐述自己的观点。

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This month, K1 Australia's young explorers focused on the theme of "Living Things". Under the guidance of the IB inquiry cycle, they gradually understood the characteristics and diversity of life and how to care for life through observation, classification, practice and reflection.

Sorting Out

How do we identify living things and non-living things? K1 children observe and compare to find out their similarities and differences, and understand the basic characteristics of living things (such as flowers need water and sunlight to grow, animals and humans need to breathe and food, etc.).Children discuss the classification of living things and living things in groups, and by using scissors to cut pictures and then paste them, they can also greatly improve their social skills while improving their social skills. They can listen to other people's opinions and express their own opinions.

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在深入探究的阶段，孩子们通过种植蘑菇的活动，观察蘑菇，从霉菌到长出蘑菇的过程中，在不同阶段都有一定的变化。照料蘑菇的生长和观察蘑菇的生长变化帮助孩子们了解生物的多样性（植物、动物、微生物）及其生存需求。

Making conclusion得出结论：我们如何照顾生物？

在整个单元的探究之后，孩子们得出了结论“我们该如何照顾生物”。孩子们轮流担任“植物小护士”，帮助植物浇水、施肥、除虫，并且能够分享照顾植物的感受，真正理解生物的需求，培养孩子们的责任感，实践关爱生命的行为。

K1孩子们还和老师一起讨论了“如何照顾小鸟和花朵？”。孩子们先探究了小鸟的都吃什么，之后孩子们一起制作了给小鸟的食物，并将制作的食物挂在树枝上来等待小鸟的到来。这一活动后我们让孩子们总结照顾生物的经验，让孩子成为一个有责任感和善于反思的学习者。

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In the going further stage, children observe mushrooms through mushroom planting activities, and observe the changes in mushrooms at different stages from mold to mushrooms. Caring for the growth of mushrooms and observing the growth and changes of mushrooms help children understand the diversity of organisms (plants, animals, microorganisms) and their survival needs.

After exploring the entire unit, the children came to the conclusion of "how should we take care of living things". The children took turns to be "little plant nurses", helping the plants to water, fertilize, and remove insects. They were able to share their feelings about caring for plants, truly understand the needs of living things, cultivate children's sense of responsibility, and practice caring for life.

The K1 children also discussed with the teacher "How to take care of birds and flowers?". The children first explored what birds eat, and then made food for the birds together, and hung the food on the branches to wait for the birds to come. After this activity, we asked the children to summarize their experience in taking care of living things, so that they can become responsible and reflective learners.

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通过本次UOI探究，K1的孩子们从“认知生命”到“关爱生命”，不仅学会了分类与观察，还帮助他们将知识转化为行动，真正理解“所有生命都值得尊重”这一核心理念，在实践中成长为有同理心的小守护者。

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 Through this UOI exploration, the K1 children not only learned how to classify and observe, from "understanding life" to "caring for life", but also helped them transform knowledge into action, truly understand the core concept that "all life deserves respect", and grow into empathetic little guardians in practice.

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本月，K2的孩子们围绕“水”这一主题，开展了一系列系统且深入的探究活动。本次探究旅程以多元的形式、丰富的内容，引领孩子们逐步揭开“水”这一物质的神秘面纱，有效促进了其认知、情感与技能的协同发展。

Finding out收集资料:

1、品味水中百态

appreciating the various aspects of water

在资料收集阶段，孩子们通过品尝酸、甜、苦、辣、咸等不同味道的水溶液，开启对水与味道关系的探索。这一体验不仅刺激了孩子们的味觉感官，更促使他们思考物质在水中的溶解现象，为后续的探究活动奠定了感性基础。

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Explore the water world: K2's advanced water-themed journey

This month, the children of K2 carried out a series of systematic and in-depth exploration activities around the theme of "water". This exploration journey, with diverse forms and rich content, led the children to gradually uncover the mystery of the substance "water", and effectively promoted the coordinated development of their cognition, emotions and skills.

During the data collection phase, the children began to explore the relationship between water and taste by tasting aqueous solutions with different flavors, such as sour, sweet, bitter, spicy, and salty. This experience not only stimulated the children's taste senses, but also prompted them to think about the dissolution of substances in water, laying a perceptual foundation for subsequent exploration activities.

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2、领略水的神奇——水的张力和水的沉浮Appreciate the magic of water - water tension and water sinking and floating

我们设计了“水瓶倒吸乒乓球”“扑克牌水杯放硬币”“会游泳的回形针”三个实验，引导孩子们亲身体验水的表面张力现象。在实验过程中，孩子们分组操作，仔细观察实验现象，记录实验结果。这一过程有效提升了他们的观察能力与实践操作能力。

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We designed three experiments, "Water bottle sucking up ping-pong balls", "Poker cups with coins", and "Swimming paper clips", to guide the children to experience the surface tension of water. During the experiment, the children worked in groups, carefully observed the experimental phenomena, and recorded the experimental results. This process effectively improved their observation and practical operation abilities.

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K2的孩子们围绕物品的沉浮问题展开讨论，并在任务单上记录下自己的猜想。

随后，他们自主收集实验材料，验证猜想。在分享环节，孩子们积极发言，分享自己的实验发现，并尝试用简单的科学语言解释沉浮现象。

这一活动不仅锻炼了孩子们的逻辑思维能力，更提升了他们的语言表达能力。

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The children discussed the issue of whether objects sink or float, and recorded their guesses on the task sheet. Afterwards, they collected experimental materials on their own to verify their guesses. In the sharing session, the children actively spoke, shared their experimental findings, and tried to explain the phenomenon of sinking and floating in simple scientific language. This activity not only trained the children's logical thinking ability, but also improved their language expression ability.

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分析资料：认识水域家园

在对水有了初步感知后，孩子们围绕河流、湖泊、海洋等水域形态展开讨论。随后，他们以小组为单位，运用彩泥、卡纸等材料，构建出各自心中的水域模型。这一实践活动不仅锻炼了孩子们的动手能力，更培养了他们的空间想象力与团队协作精神。

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Sorting out: Understanding the Water Home

After gaining a preliminary understanding of water, the children discussed the forms of water bodies such as rivers, lakes, and oceans. Afterwards, they worked in groups to use materials such as colored clay and cardboard to build models of water bodies in their minds. This practical activity not only trained the children's hands-on ability, but also cultivated their spatial imagination and teamwork spirit.

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Going Further：水与生命的奥秘

The Mystery of Water and Life

活动一：水与人体Water and our body

通过“面粉加水模拟消化”实验，孩子们直观地了解了水在人体消化过程中的作用。随后，项目组借助绘本《水在身体里的旅行》，进一步引导孩子们理解人体中水的循环机制。活动最后，孩子们通过绘画的方式，表达自己对水与人体关系的理解，展现出独特的思考视角。

活动二：水的净化过程Water purification process

围绕水的净化问题，孩子们首先对自来水的来源展开猜想。项目组通过绘本《自来水是怎么来的？》以及净化过程视频，系统介绍了自来水的形成与净化流程。随后，孩子们分组制作自来水循环图，加深了对水净化过程的理解。

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Through the "flour and water simulated digestion" experiment, the children intuitively understood the role of water in the human body's digestion process. Afterwards, the project team used the picture book "Water's Journey in the Body" to further guide the children to understand the water circulation mechanism in the human body. At the end of the activity, the children expressed their understanding of the relationship between water and the human body through painting, showing a unique perspective.

Regarding the issue of water purification, the children first speculated about the source of tap water. The project team systematically introduced the formation and purification process of tap water through the picture book "Where does tap water come from?" and the purification process video. Afterwards, the children worked in groups to make a tap water circulation diagram, which deepened their understanding of the water purification process.

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活动三：水的重要性探讨

Discussion on the importance of water

以“世界上如果没有水会怎么样？”这一问题为切入点，引导孩子们观看科普视频，从生态环境、人类生活等多个维度认识水的重要性。孩子们通过小组讨论，绘制对比图，直观地展现出“有水的世界”与“没有水的世界”的差异，批判性思维与团队协作能力得到了有效锻炼。

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Starting from the question "What would happen if there was no water in the world?", the children were guided to watch popular science videos and understand the importance of water from multiple dimensions such as ecological environment and human life. Through group discussions and drawing comparison charts, the children intuitively showed the difference between "a world with water" and "a world without water", and their critical thinking and teamwork skills were effectively trained.

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本次UOI主题活动，通过亲身体验、观察实验等多种探究方式，帮助孩子们构建了关于水的系统知识体系。同时，活动中种下的科学探索种子，将持续激发孩子们的好奇心与探索欲，为其未来的学习与成长奠定坚实的基础 。

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This UOI theme activity helped children build a systematic knowledge system about water through various exploration methods such as personal experience, observation and experiment. At the same time, the seeds of scientific exploration planted in the activity will continue to stimulate children's curiosity and desire to explore, laying a solid foundation for their future learning and growth.

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本月，K3 Madagascar的孩子们围绕史前生物（Prehistoric Creatures）这一主题，在IB探究圈的三个阶段——Sorting out（梳理）、Going further（深入探究）、Taking action（付诸行动）中展开了充满趣味与挑战的UOI课程学习。

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This month, the children of K3 Madagascar started a fun and challenging UOI course study around the theme of Prehistoric Creatures in the three stages of the IB Inquiry Circle: Sorting out, Going further, and Taking action.

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课程起始于维恩图的复习，孩子们重点学习类别A、类别B及两者兼具的概念。通过绘制代表蓝鞋子和白T恤的重叠圆圈，让孩子们观察同学穿着并进行分类，直观理解类别划分。

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The course started with a review of the Venn diagram, with the children focusing on the concepts of Category A, Category B, and both. By drawing overlapping circles representing blue shoes and white T-shirts, the children observed their classmates' clothing and classified them, so that they could intuitively understand the classification.

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随后，课程过渡到史前生物领域。孩子们探索恐龙（陆地生物）、蛇颈龙（海洋生物）、翼龙（飞行生物）的差异，研究其肉食、草食、杂食的食性。

三人小组合作，依据“尖牙”“四条腿”等身体特征标签对动物分类，判断其在维恩图中的位置，在这一过程中，孩子们的批判性思维和合作决策能力得到锻炼。课程结束时，孩子们学唱《Big and Powerful》，在欢快的歌声与动作中强化对三角龙特征的记忆。

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The course then transitioned to the field of prehistoric creatures. The children explored the differences between dinosaurs (land creatures), plesiosaurs (marine creatures), and pterosaurs (flying creatures), and studied their carnivorous, herbivorous, and omnivorous diets. Three-person groups worked together to classify animals based on physical feature labels such as "fangs" and "four legs" and determine their position in the Venn diagram. In this process, the children's critical thinking and cooperative decision-making abilities were exercised. At the end of the course, the children learned to sing "Big and Powerful" and strengthened their memory of the characteristics of the Triceratops through cheerful singing and movements.

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孩子们在测量身高并排序后，对身高对比产生浓厚兴趣，课程顺势引入恐龙身高排序。

3 - 4人一组，孩子们通过查阅资料对比各种恐龙身高，提升测量理解能力与团队协作沟通能力。

接着，更具挑战性的任务是用身高刻度区间对恐龙分类，如1 - 2米、2 - 4米等不同区间。这一活动激发了孩子们批判性思考和信息分类能力，契合探究式学习要求。

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After measuring and ranking the heights of the children, they became very interested in height comparison, and the course introduced the height ranking of dinosaurs. In groups of 3-4, the children compared the heights of various dinosaurs by consulting materials, improving their measurement comprehension and teamwork and communication skills.

Next, a more challenging task was to classify dinosaurs using height scale intervals, such as 1-2 meters, 2-4 meters, etc. This activity stimulated children's critical thinking and information classification abilities, which was in line with the requirements of inquiry-based learning.

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孩子们决定围绕恐龙灭绝展开项目展示。

项目分为三组：

一组负责制作小行星撞击地球引发火山爆发的情景，选用纸皮、报纸、矿泉水瓶等材料，以面粉水为黏合剂制作火山，面临报纸粘贴角度及模拟火山爆发环境变化的难题；

一组制作恐龙模型，用锡纸为材料，克服身体部分连接的困难；

还有一组制作恐龙蛋，将报纸蘸面粉水浆糊贴在碗内，干燥后拼接、绘制花纹。

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The children decided to present their projects around the extinction of dinosaurs. They were divided into three groups. One group was responsible for making a scene where an asteroid hit the earth and caused a volcanic eruption. They used cardboard, newspapers, mineral water bottles and other materials, and used flour and water as adhesives to make a volcano. They faced the difficulties of the angle of newspaper pasting and the changes in the environment of simulating volcanic eruptions. One group made a dinosaur model, using tin foil as the material to overcome the difficulty of connecting the body parts. Another group made a dinosaur egg, dipping newspapers in flour and water paste and pasting them in a bowl. After drying, they spliced and painted patterns.

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通过这场恐龙之旅不仅让他们成为“史前生物小专家”，更点燃了主动探索世界的热情！

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Through this dinosaur journey not only makes them "prehistoric creature experts", but also ignites their passion for actively exploring the world!

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三月春风里，K3 China 班的小探险家们踏上了一段奇妙的史前生物探索之旅，围绕“发现问题→梳理规律→拓展应用”的科学思维链，展开了精彩的跨学科学习体验。在IB探究课程架构下，我们走过了 Finding Out（获取信息）→ Sorting Out（梳理知识）→ Going Further（拓展理解） 的探究阶段。

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In the warm breeze of March, our little explorers in K3 China embarked on a fascinating journey into prehistoric life. Following a scientific thinking process of “Identifying Problems → Analyzing Patterns → Applying Understanding,” the children engaged in a rich, cross-disciplinary inquiry. Within the IB framework, we moved through the key stages of Finding Out → Sorting Out → Going Further in our Unit of Inquiry.

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Finding Out – 获取信息，收集资料

孩子们通过观察火山模型、冰雕实验，了解了火山爆发、陨石撞击与冰河世纪对恐龙灭绝的影响。我们在STEM课上探讨了生态环境中的关键要素，如食物、水源、栖息地等，并通过绘画和讨论设计出自己想象中的恐龙家园。

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The children began by exploring various prehistoric creatures and the environments they once lived in. Through hands-on experiments such as volcano models and ice block excavation, they learned about how natural disasters like eruptions, meteor strikes, and the Ice Age contributed to dinosaur extinction. In STEM class, they explored key elements of an ecosystem—like food sources, water, and shelter—and expressed their ideas by designing imaginative dinosaur habitats through drawings and discussions.

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Sorting Out – 整理信息，梳理知识

小朋友们通过观察图片、剪贴和配对活动，将自然变化与恐龙灭绝进行因果分析。随后，他们小组合作建造恐龙庇护所，尝试不同的材料与结构，讨论哪种设计最能帮助恐龙生存下来。

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With foundational knowledge in place, the children began making connections. Through observation and matching activities, they analyzed cause-and-effect relationships between environmental changes and dinosaur extinction. In groups, they designed and built dinosaur shelters using popsicle sticks and clothespins, discussing how different materials and structures could help protect dinosaurs from harsh conditions.

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Going Further – 深入探究，拓展理解

孩子们进一步探讨恐龙与现代鸟类的关联，模仿鸟类翅膀的动作理解飞行原理，并思考为什么有些鸟不能飞。在美术活动中，他们用纸浆和气球制作出恐龙蛋，发挥想象大胆预测恐龙蛋的颜色与大小。

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As the inquiry deepened, students explored the evolutionary connection between dinosaurs and birds. They experimented with wing movements to understand the mechanics of flight and discussed why some birds today are unable to fly. In art class, they created their own dinosaur eggs using papier-mâché and balloons, making predictions about their size and color based on what they had learned.

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Reflection – 回顾与成长

这个三月，我们在观察中提问，在合作中思考，在动手中表达。每一个创作背后，都是孩子们对世界的好奇与热爱。他们正在用眼睛去发现、用小手去创造、用心灵去感知这个神奇的世界。

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This March, our young inquirers asked questions through observation, built understanding through teamwork, and expressed creativity through hands-on exploration. Behind every project lies their curiosity and love for the world. With bright eyes, nimble hands, and open hearts, they continue to explore the wonder around them.

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