Grade 5 students dove in deep with their inquiry learning, and as the final step, they organized a very meaningful spirit week for the entire Sias IS community.
五年级同学们一直在深入探究学习，作为探究的最后一环“采取行动”，他们组织全校举办了一次非常有意义的精神周活动。
For the week of November 14th-18th, Grade 5 held a virtual campaign to remind all of us to unite against bullying by having the Sias IS community dress up to show their support for anti-bullying. The students in fifth grade arranged the announcements for each day and shared their thoughts of the effects of bullying. They also created posters of how bullying affects us in so many ways.
11月14日至18日这一周，五年级举办了一场线上活动，提醒我们所有人团结起来反对欺凌，让SIAS社区的人们装扮起来，以示他们对反欺凌的支持。五年级的学生们安排了每天的活动公告，并分享了他们对欺凌影响的看法。他们还制作了海报，展示欺凌如何在多方面影响我们。
Read on to experience their full inquiry cycle.
下面是他们此次探究的完整过程，让我们一起看看他们是如何进行探究式学习的。
Inquiry Cycle – Tuning In 导入
·How does a diverse, inclusive society work?
·一个多元化、包容的社会是如何运作的?
We
started the unit by exploring the values and belief systems in our community
and schools.We looked at how we hold values and beliefs which help to define who we are. We created tokens of the things we value with clay and shared them with the people in our group. After creating these tokens, we looked at finding out the characteristics of a peaceful, and diverse society.
我们通过探究我们学校及社区内的价值观和信念开启这一单元。我们研究了我们持有的价值观与信念是如何定义我们是谁的。我们用黏土创造我们认为有价值的象征性事物，并与组内他人分享。创造完成后，我们开始探索发现一个有安全感又多样的社会都有哪些特征。
Inquiry Cycle – Finding Out 发现
·Utilizing the text around us, we looked at
the themes within a given text. We discussed how these themes affected the outcome of the stories we read. Then we made connections to how the text would evolve if the stories were carried out in real life. We wanted to explore how these themes could be carried out in different divs such as how matter has different states it which can react differently when mixtures were created.To solve real world problems, we also wanted to know more about how things could be increased or decreased equally.
我们利用身边的文字材料，研究文字的主题。我们讨论了这些主题是如何影响我们所读故事的结果的。然后，我们将这些故事在现实生活中如何演变联系起来。我们想要探索这些主题如何在不同的部分进行，比如物质如何有不同的状态，当混合物被创造出来时，它们会产生不同的反应。为了解决现实世界的问题，我们还想知道更多关于事物如何平等地增加或减少。
Inquiry Cycle – Sorting Out 整理分析
·For each subject, we focused on the central
idea and the lines of inquiry.We sorted out the messages in different stories and how we connected the message to our daily activities.We also looked at sorting examples of essential agreements and how these agreements worked in different situations.We worked in groups to sort the consequences of the character’s actions.We learned about how characteristics of peaceful societies showed values for collective responsibilities.To make connections, we practiced how our beliefs are formed by our experiences.
对于每一个主题，我们都集中于中心思想和探索线索。我们整理了不同故事中的信息，以及如何将这些信息与我们的日常活动联系起来。我们还研究了基本协议的分类，以及这些协议在不同情况下是如何工作的。我们进行了小组合作，对角色行为的后果进行分类。我们了解了和平社会如何体现集体责任价值观的特征。为了建立联系，我们学习了我们的信念是如何由我们的经历形成的。
Inquiry Cycle – Going Further 进一步延申
·To celebrate our partnership with the United
Nations, we created symbols and wrote acrostic poems to show how we pledge to
be a part of a peaceful society.We read books about people who thrived in societies who demonstrated inclusion.We also looked at how we could show inclusion when we see others in our class alone.We created circle times to share our stories, celebrating the aspects of ourselves, our cultures,and our experiences.
为了庆祝我们与联合国的伙伴关系，我们创造了一些标志，写了一些离合诗，以表明我们想要成为和平社会的一部分的决心。我们阅读有关人们在展现包容的社会中茁壮成长的书籍。我们还学习了当我们单独看到班上其他人时，我们如何表现出包容。我们创造了循环时间来分享我们的故事，庆祝我们自己、我们的文化和我们的经历。
Inquiry Cycle: Making a Conclusion 得出结论
·We decided that all peoples in all
civilizations need to look at how the treatment of students is important to a
community.We recognized how students, in the fifth grade, are faced with the challenge of fitting into groups.Knowing how students communicate and treat each other is crucial to a thriving community at school.Creating a school environment which is safe for all students was a crucial part of our learning.
我们认为不同文化背景的人们需要去思考，如何对待学生对于社会来说是很重要的。我们认识到，五年级的学生面临着如何融入群体的挑战。了解学生之间如何交流和对待彼此对于学校社区的繁荣至关重要。为所有学生创造一个安全的学校环境是我们学习的关键部分。
Inquiry Cycle – Taking Action 采取行动
We decided as a class that it was important to bring awareness to the challenge of bullying. Fifth graders were challenged to seek ways to resolve differences in a peaceful manner. In taking action, we decided to hold a spirit week to bring the awareness of anti-bullying.
作为一个班级，我们决定让人们意识到反对欺凌是很重要的。五年级学生被要求寻求以和平方式解决分歧的方法。在采取行动方面，我们决定举办一个精神周，以提高反欺凌的意识。
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