按一按、点一点，小手造世界——IEYC项目式学习下的交通工具与城市探索 I Press It, Click It

第一站

孩子们接到首个任务：在纸上画出自己的小车设计图。画里的车千奇百怪：背着房子的车、能玩迷宫的车，还有车顶长着草莓的巴士……

然后，孩子们从家里带来纸箱、塑料瓶、瓶盖、冰棒棍等废旧材料，让这些物品迎来第二次生命。

当一辆辆创意小车正式“诞生”，教室瞬间变成一座奇妙的交通工具展览馆：

• 有孩子做出复古可爱的马车，田字格窗户搭配粉色小马，让人忍不住想上车体验；

• 有孩子用绿色粘土，为库洛米打造了专属座驾；

• 有孩子设计了甜甜的草莓巴士；

• 有孩子用长积木简单拼接，做成一列地铁；

• 有孩子用纸杯加上轮子，做成了轻巧的纸杯车；

• 还有令人惊叹的房车——房车车厢里有床、小马桶和花洒，车顶还有蓝色游泳池，小设计师骄傲地介绍：“我的车能游泳，还能洗澡呢！”

同步开展的STEAM课程上，老师带着孩子们探索核心知识点——轴与转轴。转轴是什么？它为什么能让轮子转动起来？

弄懂原理后，孩子们立刻在教室里“寻宝”：会转动的门、水杯的卡扣、钟表的时针…… 原来，一次次 “按一按、点一点” 的背后，藏着这么多机械小秘密。

当亲手带来的材料变成梦想中的小车，这份成就感，远比任何玩具都珍贵。

第二站

小车做好了，它们该驶向哪里？课程自然延伸到城市主题。

老师带领孩子们认识城市里的各类建筑：医院、学校、图书馆、道路…… 每座建筑都有专属功能，就像每个人都有自己的角色。

紧接着，分组设计城市的任务来了。孩子们围坐在一起在白纸上勾勒城市蓝图：这里建医院，那里造学校，马路要连通，还要规划公园…… 大家热烈讨论，活像一群专业的城市规划师。

可图纸上的城市是平面的，真实的城市究竟是什么模样？

第三站

每周一次的森林日，我们决定带孩子们亲眼寻找答案。

我们联系了学校附近的酒店，带着孩子们登上高空餐厅。站在巨大的落地窗前，整座城市在脚下铺展开来。孩子们兴奋地指向远方：

“那是我们的学校！”

“这条路我走过！”

“我找到超市啦！”

这是他们第一次以“高空视角”观察自己生活的城市：建筑不再孤立，通过道路连成整体；房屋高低错落，街区疏密有致。

孩子们拿出画笔，把眼前真实的城市格局绘成一幅幅地图。这一刻，他们不再是城市的被动居住者，而是主动的观察者与理解者。带着这份真切的感知，孩子们回到教室，开启下一步创作。

第四站

有了设计图，又见过真实城市的模样，搭建工程正式启动。

孩子们再次从家里带来废旧材料、乐高、积木，分工明确、默契配合：有人搭建披萨店，有人制作理发店，大家一起打造医院和机场。

纸盒变身医院，纸碗化作电影院，积木搭起高楼，圆筒做成瞭望台…… 一座座功能齐全的建筑，在孩子们手中慢慢成型。

当整座迷你城市在教室地板上拼接完成，孩子们激动地欢呼：“这是我们自己的城市！”

他们在这个过程中，完成了规划、观察、协作、建造的全过程，而这些，正是未来社会所需的重要能力。

第五站

城市搭建好了，房子里藏着什么？孩子们的目光转向日常家用电器。

IEYC课堂上，外教Ryan老师带领大家认识各类电器的功能与正确使用方法；ECSTEM课程则重点讲解洗衣机的工作原理。

为了弄明白“甩干”的秘密，STEM课堂开展了离心力小实验：往气球里灌水，再快速旋转气球。

“水跑到上面去啦！”孩子们惊喜地惊呼。“没错，这就是离心力，洗衣机正是靠它把水甩出去的。”

科学探究的种子，就在一次次旋转中，深深扎根在孩子们心底。

第六站

探索的脚步不止于教室。贴合孩子们的毕业心愿，我们组织了真实的超市购物和电影院观影活动。

挑选商品、排队付款、安静观影…… 在真实场景中，孩子们的社会生活能力悄然成长。

第七站

森林日课程贯穿整个主题，每周都有全新挑战。

第一周森林日，孩子们动手制作帆船。用树枝和绳子组装帆船，再到西湖水面开展漂浮实验：为什么有的船能浮起来，有的却沉了？为什么有的船会歪斜？孩子们边尝试边调整，忙得不亦乐乎。

第二周森林日，任务是造桥。此时，孩子们设计的各类小车早已完工，为了让小车顺利“过河”，大家决定亲手搭建桥梁。

孩子们用绳子捆扎粗壮树枝，搭建稳固桥面。当亲手制作的纸板车、草莓巴士、粘土小车，一辆辆平稳驶过自己搭建的桥，一套完整的工程思维闭环就此形成：设计、选材、建造、测试、优化。

第三周森林日，孩子们学习古代城市重要的水利工程 —— 水渠。没有现代工具，他们用树枝、树叶亲手搭建水渠，尝试将水流引到指定位置。

看着水流顺利通过水渠，林间响起阵阵欢呼。

Stop 1

The kids got their first mission: draw a car design on paper.  

There were cars with houses on their backs, cars you could play mazes inside, and even a strawberry-topped bus...

Then, everyone brought in cardboard boxes, plastic bottles, bottle caps, popsicle sticks - all sorts of recycled materials ready for a second life.

When each creative car came to life, the classroom turned into a magical vehicle exhibition.

One child made a cute vintage carriage with little square windows and a pink pony - so inviting you just want to hop in.

Another child used green clay to design an exclusive ride for Kuromi.

Someone built a sweet strawberry bus.

Another kid connected long blocks to make a subway train.

And someone else made a lightweight cup car - just a paper cup with wheels!

But the showstopper was a camper van: inside, a bed, a tiny toilet, a shower head; on the roof, a blue swimming pool. The little designer proudly announced: "My car lets you swim AND take a bath!"

In our STEAM class, the teacher focused on one key concept: axles. What is an axle? How does it make wheels spin?

After learning the theory, the kids went on a classroom "treasure hunt" - spinning doors, cup lids, clock hands... Turns out, behind every "press it, click it" are lots of little mechanical secrets.

When they turned their recycled materials into real dream cars, the excitement was better than any store-bought toy.

Stop 2

Now that the cars could move, where would they go?

The unit naturally stretched into the city. The teacher introduced different buildings: hospitals, schools, libraries, roads... Every building has a job, just like every person has a role.

First mission: design a city in small groups.

The kids sat together and drew a city blueprint on paper. The hospital goes here, the school there, the roads have to connect, and we need a park... They debated passionately, just like real urban planners.

But a city on paper is flat. What does a real city look like?

Stop 3

On our weekly Forest Day, we decided to go see for real.

We contacted a hotel near the school and took the kids up to a high-altitude restaurant.

Standing in front of the huge floor-to-ceiling windows, the whole city spread out beneath them. The kids pointed excitedly:

"That's our school!"

"I've walked on that road!"

"Where's the supermarket? I found it!"

For the first time, they saw their city from above - buildings no longer alone, but connected by roads; houses tall and short, neighborhoods dense and open.

They took out their markers and drew real city maps. In that moment, they were no longer just people living in the city, but active observers and understanders of it.

With that real-world feeling, they went back to the classroom.

Stop 4

With blueprints in hand and real city images in mind, construction began.

The kids brought more recycled materials, LEGOs, and blocks from home. They divided the work clearly: you build the pizza shop, I'll make the hair salon, let's build the hospital and airport together.

Cardboard boxes became a hospital. Paper bowls became a movie theater. Blocks turned into tall buildings. Cardboard tubes became lookout towers. One by one, functional buildings rose up.

When the entire mini city came together on the classroom floor, the kids shouted, "This is OUR city!"

Yes, they had just gone through planning, observing, collaborating, and building - some of the most important skills for their future.

Stop 5

Now that the city existed, what's inside the buildings?

The kids turned their attention to home appliances. In IEYC class, Ryan introduced different appliances and how to use them safely.

In ECSTEM, the focus was on how a washing machine works.

To understand spin-drying, we did a simple centrifugal force experiment: water in a balloon, then spin it fast.

"The water is climbing up!" the kids gasped.

"Yes - that's centrifugal force. That's how a washing machine gets water out of clothes."

A seed of scientific curiosity was planted, spinning deeper into their little hearts.

Stop 6

The exploration didn't stop in the classroom. To match the children's graduation wishes, we organized a real supermarket shopping trip and a movie theater visit.

While picking out items, waiting in line to pay, and quietly watching the movie, their social and life skills grew naturally in real-world settings.

Stop 7

Forest Day ran through the whole unit, with new challenges every week.

Week 1 Forest Day: Build sailboats. The kids used sticks and string to make boats, then floated them on West Lake. Why do some boats float and others sink? Why do some tilt? They tested, tweaked, and had a blast.

Week 2 Forest Day: Build a bridge.

By then, all the cars they'd designed and made were ready. To get those cars across the river, everyone decided to build a bridge together.

They used ropes to tie thick branches together for the bridge deck. When the homemade cardboard car, the strawberry bus, the clay Kuromi car - one by one - drove steadily across the bridge they built, a complete engineering cycle was formed: design, choose materials, build, test, improve.

Week 3 Forest Day: The children learned about one of the most important ancient city engineering systems - canals. Without modern machines, they used sticks and leaves to build canals and tried to channel water to a specific spot.

The water really flowed through! Cheers echoed through the woods.