在探究中成长，在协作中闪光②：小学部4-5年级UOI结题展回顾

四年级在本单元中，以“想象与观察”为起点，探究思维、创造与表达的关系，在发现与创造中学会用多样的方式观察世界、表达自我。

孩子们从一只苹果开始探究，用眼睛看、用手摸、用放大镜放大细节，在五感观察中发现生活的细微之美。通过“苹果想象秀”，他们学会用想象为平凡事物赋予新生命，在观察与创造中提升思维能力，成为勤于思考、积极探究的小学习者。

学生们在“文具拍卖会”“创意广告秀”等活动中，把观察到的细节变成有趣的故事和表达。通过合作展示，他们理解了观察、想象与表达的关系，提升了语言表达与沟通能力，展现出善于交流、自信表达的风采。

走进自然课堂，孩子们用心观察花草树木的形态与色彩，用绘画、诗歌和行动表达对自然的热爱。他们在体验美的同时，懂得保护环境的重要，成为懂得欣赏、乐于关爱的学习者。

6周的探究旅程最终汇成一场充满交流与分享的学习盛会。

在“校园自然小作家作品展”上，学生们展示观察日记、海报与PPT作品，与同伴相互欣赏、交流创意，倾听彼此对自然的表达与理解。老师们也在现场见证了孩子们从观察者到表达者的成长过程。教室内回荡着赞叹与笑声，每一份作品都闪耀着思考与想象的光芒。

从一片叶子的细节，到一幅画的想象；从一次合作的讨论，到一次真切的行动——孩子们在探究中体验思维的乐趣，在表达中找到自我的声音。正如单元中心思想所说：“想象和观察帮助人们提高思考、创造和表达能力。”在这场超学科的旅程中，四年级的孩子们，用眼睛观察世界，用心灵感受自然，用创造点亮成长的路。

五年级学生以“世界如何运作”为主题，明白了假设和验证的含义，通过对生活中事物规律的发现，设计实验进行验证，并将验证出的规律应用于生活。

同学们通过观察图画，猜测图画上一棵树快要死了的原因，明白了假设是对科学问题的初步推测与预测。深入探究的过程中，同学们假设影响纸飞机飞行距离的因素，通过实验去验证了自己的假设，明白了验证是通过系统性的实证方法（如实验、观察、数据收集、逻辑推理等），检验假设是否成立的过程。验证具有实证性、系统性、重复性、有序性的特点。

在“一天中，你的影子是如何变化的？什么时候最长？什么时候最短？”的问题驱动下，同学们进行了大胆假设，并分别采用科学实验方法和数据记录方法来验证各自的假设，均发现了一天中影子的变化规律。并由此产生了探索生活中其他事物的规律的兴趣，于是大家提出了“What if……”的探究计划并按照计划进行准备。

在了解了“弗莱明与青霉素的发现”过程后，同学们对假设和验证有了更深入的认识，完善了各小组的“What if……”计划后，就着手进行实验来验证假设。有的小组通过一次实验就证实了自己的假设，有的小组却需要进行多次的假设和验证才能得出规律。最后，每个小组都积极地尝试将发现的规律应用于生活。

五年级的同学们以“Hey you, what if”为主题，成功举办了“世界如何运作”单元结题展。在本次超学科主题的探究中，同学们围绕“人们通过假设和验证发现并利用规律”这一中心思想，展开了深入而系统的学习与实践。

结题展上，各小组依次登台，完整呈现了“假设—验证—规律—应用”的探究路径。同学们不仅展示了丰富的实验成果，更体现出严谨的科学思维与出色的团队协作能力。

在众多精彩展示中，“水中的奥秘小组”（杨悦晨、温瞬喆）和“绿豆实验小组”（朱健玮、王郑皓、黄鑫博）表现尤为突出。他们凭借扎实的探究过程、清晰的逻辑表达以及完整的实验设计，赢得了同学们的一致认可，最终在班级投票中荣获“未来科学家” 荣誉称号！其他小组的表现同样令人印象深刻：符祐男、郑宇轩、妮可小组通过严谨实验，成功验证了水果能发电的科学结论；梁睿妤、吕心妍、许立玟小组则通过探究盐水密度，生动解释了“死海为什么能让人漂浮”的生活现象；“隐形的墨水小组”和“蜜蜂和花朵小组”的同学们也自信大方地展示了他们的发现，汤玄烨、林伟涛、柏可心、李斯涵等同学的表现同样出色。

本次活动的顺利开展，离不开同学们之间的互助与支持。妮可同学和陈墨同学担任小主持人，为活动流程增添了专业与流畅；林锦佑同学精心准备了颁奖小礼物，用行动诠释了IB学习者“懂得关爱”的美好品质。

本次结题展不仅是对本单元学习成果的总结，更是一次科学思维与探究精神的生动实践。希望同学们继续保持对世界的好奇，勇敢提出假设、认真进行验证，在发现规律与应用规律中不断成长！

在弘科未来学校，UOI从来不是一次展示，而是一场持续的成长旅程——从表达自我到理解系统，从发现问题到推动改变。愿每一位弘科学子，都能带着这份探究的勇气与智慧，继续在真实世界中书写属于自己的答案。

In this unit, Grade 4 students used "imagination and observation" as their starting point to explore the relationship between thinking, creation, and expression. Through discovery and creativity, they learned to observe the world and express themselves in diverse ways.

Beginning their inquiry with a simple apple, the children learned to look with their eyes, touch with their hands, and magnify details with a lens—discovering the subtle beauty in everyday life through sensory observation. In the "Apple Imagination Show," they learned to breathe new life into ordinary objects through creativity. By honing their skills in observation and creation, they enhanced their thinking abilities, growing into reflective and inquisitive young learners.

Through activities such as the "Stationery Auction" and "Creative Advertising Show," students transformed observed details into engaging stories and presentations. By collaborating in these showcases, they deepened their understanding of the connections between observation, imagination, and expression. These experiences enhanced their language skills and communicative ability, demonstrating their growth as confident, articulate communicators.

In their outdoor nature classes, the children carefully observed the forms and colors of plants and flowers, expressing their love for nature through paintings, poetry, and actions. While experiencing this beauty, they also came to understand the importance of environmental protection, growing into learners who know how to appreciate and are eager to care for the world around them.

The six-week journey of inquiry culminated in a vibrant learning event filled with communication and sharing. At the "Campus Nature Young Writers Exhibition", students showcased observation diaries, posters, and PowerPoint presentations, exchanging creative ideas with peers while listening to each other's expressions and interpretations of nature. Teachers witnessed firsthand the children's evolution from keen observers to articulate communicators. The classroom buzzed with admiration and laughter, as every piece radiated the brilliance of thoughtful imagination.

From the intricate details of a leaf to the boundless imagination in a painting; from collaborative discussions to tangible actions—the children experienced the joy of thinking through inquiry and found their own voice through expression. As the unit's central idea states: "Imagination and observation help people enhance their thinking, creativity, and expression."

Throughout this transdisciplinary journey, our Grade 4 students observed the world with their eyes, felt nature with their hearts, and illuminated their path of growth through creation.

G5 students explored the theme of "How the World Works," understanding the meanings of hypothesis and verification. Through discovering patterns in everyday life, they designed experiments to test their ideas and applied the verified patterns to real-life situations.

By observing illustrations and speculating why a tree in the picture was dying, the students learned that a hypothesis is an initial speculation or prediction about a scientific question. As they delved deeper into their inquiry, they hypothesized about factors affecting the flight distance of paper airplanes and conducted experiments to test their hypotheses. They came to understand that verification is the process of testing whether a hypothesis holds true through systematic empirical methods such as experiments, observations, data collection, and logical reasoning. Verification is characterized by its empirical, systematic, repeatable, and orderly nature.

Driven by the question, "How does your shadow change throughout the day? When is it the longest? When is it the shortest?" the students made bold hypotheses and used scientific experimental methods and data recording techniques to test them. They discovered the pattern of shadow changes throughout the day, which sparked their interest in exploring patterns in other everyday phenomena. As a result, they proposed a "What if..." inquiry plan and began preparing accordingly.

After learning about the process of "Alexander Fleming and the Discovery of Penicillin," the students gained a deeper understanding of hypothesis and verification. They refined their group "What if..." plans and proceeded to conduct experiments to test their hypotheses. Some groups confirmed their hypotheses in a single experiment, while others required multiple rounds of hypothesis and verification to identify the patterns. In the end, every group actively attempted to apply the discovered patterns to real-life situations.

The G5 students successfully held the "How the World Works" unit culminating exhibition under the theme "Hey you, what if." Throughout this transdisciplinary inquiry, the students engaged in in-depth and systematic learning and practice, centered around the central idea that "people discover and utilize patterns through hypothesis and verification."

Among the many outstanding presentations, the "Secrets in the Water Group" (Lisa, Tommy) and the "Mung Bean Experiment Group" (Michael, Eric, Golden) were particularly remarkable. With their solid inquiry process, clear logical expression, and complete experimental design, they won the unanimous recognition of their classmates and ultimately received the honorary title of "Future Scientist" through a class vote! The performances of other groups were equally impressive: Leo, Karsten, and Nicole's group successfully verified through rigorous experiments the scientific conclusion that fruits can generate electricity; Chloe, Crystal, and Iris' group vividly explained the life phenomenon of "why people can float in the Dead Sea" by exploring the density of saltwater; students from the "Invisible Ink Group" and the "Bees and Flowers Group" also confidently presented their findings, with Eva, Ryan, Nicole, Helen, and others delivering particularly commendable performances.

The smooth operation of this event relied on the mutual support and collaboration among the students. Special thanks to classmates Nicole and Jack, who served as the young hosts, adding professionalism and smooth flow to the event proceedings. Jayce thoughtfully prepared small gifts for the award ceremony, embodying the IB learner profile of being "caring."

This  exhibition was not only a summary of the learning outcomes for this unit but also a vivid practice of scientific thinking and inquiry spirit. We hope the students continue to maintain their curiosity about the world, bravely propose hypotheses, diligently conduct verifications, and continue to grow through discovering and applying patterns!

At Ardingly College Zhongshan UOI is never merely an exhibition—it is an ongoing journey of growth: from expressing oneself to understanding systems, from identifying problems to driving change.
 May every student at Ardingly College of Zhongshan carry forward this courage and wisdom of inquiry, and continue to write their own answers in the real world.