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Primary Division|“我们身处什么时空”探究单元结题展

2023-12-21发布于广东

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"Where we are in place and time" is the second Transdisciplinary theme we are exploring this semester. In this unit, we understand the knowledge of our ancestors, the history of our region, the connection between the past and present, and the impact of ancient civilizations on our modern lives. theme, we understand the knowledge of our ancestors, the history of our region, the connection between the past and present, and the impact of ancient civilizations on our modern lives.


In the unit exhibition, students from the primary division presented their learning achievements and gains in this unit to members of the learner community. Let's take a look together!


  G1-G2  

 Houses  

Central ideaPeople around the world design and build different homes based on their natural resources.


In the past six weeks, our Grade 1 and 2 students embarked on an inspiring journey exploring the theme "Where We Are in Place and Time: Homes and Houses Around the World, Based on Climate Development." The children dived into an engaging curriculum that fostered a deep understanding of homes, their diverse designs influenced by climates, and the cultural significance woven into each structure.


During the initial weeks, our budding scholars delved into the intricacies of different house types worldwide, drawing connections between architecture and climate. They proactively participated in group research, uncovering fascinating details about the adaptability of homes to diverse environmental conditions. The inquisitive minds of our students thrived as they explored the cultural significance of homes, interviewing family members and friends from various backgrounds, fostering a rich tapestry of understanding.



Weeks 4 and 5 marked a hands-on exploration as the students applied their newfound knowledge to design their own houses. This creative endeavor empowered them to make informed decisions regarding construction materials and features tailored to their local climate, showcasing an impressive blend of innovation and practicality.


The culmination of their hard work was evident in the collaborative effort of constructing a model neighborhood, where students seamlessly integrated their individually designed houses into a diverse and vibrant community. The spirit of teamwork flourished as they communicated effectively, bringing their collective vision to life.


As the exhibition approached in Week 6, our young learners presented their models and reflections to parents, peers, and educators. The excitement and pride were palpable as students showcased their creations, sharing insights into the knowledge gained and skills honed during this unit. Parents engaged in meaningful conversations with their children, marveling at the depth of understanding and creativity displayed.



Looking back, it's clear that our students not only absorbed valuable insights into the world of homes and houses but also honed essential skills in research, communication, and collaboration. As we celebrate their achievements in this unit, we eagerly anticipate the future of their learning journey. The foundation laid during this exploration sets the stage for continued growth, curiosity, and a lifelong love for understanding the diverse world we inhabit. We look forward to witnessing the ongoing development of these inquisitive minds as they explore new horizons in their educational adventure.


  G3-G4  

 Hometown  

Central ideaVarious features formed the differences of hometowns.


In the past six weeks, Students embarked on an enriching journey exploring the theme "Where We Are in Place and Time" with a focus on their hometowns. Week 1 saw our young learners delving into the concept of hometowns, mapping their locations, and appreciating their significance. Moving forward, historical exploration took center stage in Week 2, where students created insightful timelines and engaged with elders to understand the rich history of their hometowns. Cultural exploration in Week 3 brought forth vibrant showcases and a delightful Traditional Food Day, celebrating the diverse cultural tapestry that contributes to our students' identities.



Environmental consciousness took the spotlight in Week 4, as our students conducted local environmental studies, emphasizing the impact of our hometowns on personal growth and development. Week 5 invited introspection, with students reflecting on their personal growth within the context of their hometowns and envisioning future goals through creative vision boards. The journey concluded with Week 6's exhibition preparation and the grand Exhibition Day, where our students showcased their comprehensive understanding of their hometowns and the profound impact on their growth.



We commend students for their hard work, dedication, and enthusiasm throughout this unit. Their inquisitive minds and collaborative spirit have shone brightly, and we are immensely proud of their accomplishments. As they transition to future learning experiences, we look forward to witnessing their continued curiosity, growth, and the application of the valuable lessons learned during this insightful exploration of their hometowns. The foundation they have built in understanding the interplay between place and personal development is sure to serve them well in their educational journey ahead.


  G5-G6  

Ancient culture

Central ideaAncient cultures connected the global community in the past and present.


Our inquiry this unit follows the trans-disciplinary theme of "Where we are in place and time" ,  the central idea being ancient culture connects the global community in the past and present. The students achieve this by understanding the achievements of the development of ancient Chinese civilization, summarizing the elements of civilization, and exploring and understanding ancient Chinese civilization and western civilization from the perspective of different elements,compare and analyze the history of China and the West from the 14th to the 20th century, deepening our understanding of the past and present international community.



In this unit exhibition, students from G6 created scripts based on the Sanxingdui civilization and performed plays, which reflects their understanding of ancient civilization and their thinking on modern civilization. The students also demonstrated their learning achievements and understanding of ancient Greece, ancient Rome, ancient Egypt, and ancient China in English UOI. Finally, the students completed the final step of the exploration cycle in this unit at the unit exhibition - taking action.Based on the knowledge they have learned in this unit, they explore hot topics in the global community that they are interested in, give speeches, express their opinions, and make appeals and initiatives.



Children's learning is a journey that is both enjoyable and challenging. The children sorted out their understanding of the unit and reviewed their learning path through the unit exhibition. Not only do they know what they have learned, but they also know how they have learned, and they have expectations for what they want to learn in the future.


At ASJ, we encourage every child to actively explore, be diligent in thinking, and bravely express themselves. We also look forward to sharing with parents their children's exploratory learning, so that parents can have a clear understanding of their children's learning methods, as well as their growth and changes during this stage. The final exhibition is not the end point, it is more like a milestone, celebrating the growth of children together at this node. To assist in future learning.


“我们身处什么时空”是我们本学期探究的第二个超学科主题,在这个超学科主题下,我们了解先辈的知识,了解我们所处的地域历史,理解过去与现在之间的联系以及古代文明对我们现代生活的影响。


在结题展中,小学部的同学们向学习者社区的成员展示了自己在这个单元中的学习成果与收获,让我们一起看看吧!



  G1-G2  

  住宅  

中心思想:世界各地的人们利用给他们的自然环境设计和建造不同的住宅。


在过去的六周时间当中,一、二年级的小探究者们以“我们身处什么时空:住宅”为主题开启了他们的探究之旅。小探究者们在这一单元的探究过程中将自己对于“世界不同住宅风格”和“全球不同气候”这两大探究线索相结合,通过小组合作的方式,建造出以适应所选气候区环境的住宅。


在为学习成果展做准备的后期,一、二年级的小探究者们将搜集到的图片、气温统计表、全球气候区分布等信息制作成海报,以帮助他们在成果展中更清晰地向参观者展示。



学习成果展当天,小探究者们以小组为单位,分别讲述了各自小组建造的住宅,并在后面自由参观的环节中运用自己探究过程中了解到的知识解答来参观者的即兴提问。成果展结束后,及时反思,找到自己在本次探究过程中的亮点与不足,完成了探究循环的最后且也是最为重要的一步。



相信一、二年级的小探究者们在第三单元的探究学习过程中会更具有独立探究的精神,在下一次学习成果展中有更精彩的表现!


G3-G4

家乡  

中心思想:多种特征形成了家乡之间的差异。


在过去的六周里,学生们踏上了以 "我们身处什么时空 "为主题的探究之旅,探究的重点是他们的家乡。



第一周,学生们深入研究了关于家乡的概念,绘制了家乡的地图,并了解了家乡的意义。第二周,关于对家乡历史进行了探究,学生们用完成了时间轴的绘制,分享了关于各自家乡丰富的历史。第3周是关于家乡文化的探究,同学们完成了充满活力的展示活动和令人愉悦的传统美食,让学生们了解了对多元文化的身份认同。第四周,环境保护意识成为探究的焦点,学生们开展了对本地环境的探究,强调家乡对个人成长和发展的影响。第五周,让学生进行反思,是在家乡的背景下反思他们的个人成长,并通过创意愿景板开展对未来目标的展望。在第六周的结题展准备活动中,我们的学生展示了他们对家乡的全面了解以及家乡在他们成长中的深远影响。



我们对学生在整个单元探究中的努力、奉献和热情表示赞赏。他们的好奇心和协作精神也让我们为之动容,我们为他们的成长感到无比自豪。在未来的学习与探究中,我们期待他们更多的好奇心创作出更多的作品以及去见证他们的成长,在这次对家乡的深入探索中学到的宝贵经验,并应用于在将来的生活中。让他们在理解时空与个人发展之间的相互作用方面打下的基础,老师们也一定会在今后的教育之路上为他们提供良好的帮助。


G5-G6

古代文明

中心思想:古代文明连接着过去和现在的社会


我们本单元探究的是在“我们身处什么时空”这一超学科主题下的“古代文明连接着过去与现在的社会”。同学们通过了解中国古代文明发展的成果,归纳总结文明的要素,并且从不同文明要素的角度,去探究了解中国古代文明与近现代欧洲文明,并且将14-20世纪的中西方历史进行对比分析,加深对于过去与当下国际社区的理解。



还展示了他们在英文探究中对古希腊、古罗马、古埃及、古中国的学习成果与理解。最后,同学们在结题展上完成了本单元探究循环的最后一环——做出行动。同学们根据自己在本单元学习的知识,进行思考,结合自己感兴趣的国际社区中的热点话题进行探究,并发表演讲,表达自己的观点并发出呼吁与倡议。




孩子们的学习是一段既富有乐趣,又充满挑战的旅程。孩子们通过结题展,梳理了自己对于单元的理解,回顾了自己的学习路径。不仅仅知道自己学了什么,还知道了自己怎么学的,更对未来还想学什么有了期待。


在ASJ,我们鼓励每个孩子积极探究,勤于思考,勇敢地表达自己,也期待和家长分享孩子们的探究学习,让家长也能清晰的了解孩子学习的方式,以及在这一阶段的成长与变化。结题展不是终点,更像是里程碑,在这个节点共同庆祝孩子的成长。为接下来的学习助力。




声明:本文内容为国际教育号作者发布,不代表国际教育网的观点和立场,本平台仅提供信息存储服务。

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