在新学期的第一个超学科主题“共享地球”，Etu用概念驱动引导孩子们从自己熟悉的领域出发，展开了新一轮的探索、发现、收获和表达“游戏”。
When implementing our first transdisciplinary theme (Sharing the Planet) in the new semester, Etu guided the children to start from their familiar fields with concept driven methods and usher in a new round of exploring, discovering, gaining and expressing “game”.
关于“共享地球”这个话题，Etu的IB-PYP将探究式学习内化到整个教育教学中，为孩子们创造更多机会和空间，激发更多潜能。
About the theme (Sharing the Planet), Etu applied the inquiry-based learning in the whole process of learning and teaching to create more opportunities and space and stimulate more potential for children.
K1
中心思想：
垃圾对我们生活环境造成的影响
Central idea: The impact of waste on our environment
探究线索：
1.垃圾如何分类；
1.How to do the waste sorting.
2.垃圾对生活/地球造成的影响；
2.Impact of waste on life / earth.
3.垃圾的3R（reduce减少能耗、reuse重复利用、recycle循环利用）；3R(Reduce,Reuse,Recycle).
重要概念：形式Form 原因Causation 功能Function
相关概念：分类Sorting 影响Impact 环保Environmental protection
探究式学习Inquiry-Based Learning
“Walking and Wonder”是孩子们发现和探索身边事物的重要工具
在这一次探究线索中，K1的宝贝们观察、搜集、对比、反思和总结，对垃圾分类产生了种种疑问。
"Walking and wonder" is an important way for children to discover and explore things around them.
When it comes to the first line of inquiry, K1 kids have many doubts about waste sorting through observation,collection,comparison,reflection and summary.
“我看到垃圾桶有绿色、红色、蓝色和灰色。”
“为什么有这么多颜色的垃圾桶呀？”
“图案不一样，这个有鱼刺、那个有塑料瓶和塑料袋。”
“妈妈说，不同颜色装的垃圾不一样。”
……
“I see green, red, blue and gray dustbins.”
“Why there are so many dustbin with different colors?”
“The pictures are different. This one has fish bones and that one has plastic bottles and bags.”
“Mom said that dustbins with different colors contained different kinds of waste.”
……
通过细致观察，善于思考的小宝贝们发现了垃圾分类这件有趣的事情：
“是不是可回收垃圾，能变成可以用的东西？”
“为什么要分类？如果不分，会怎样？”
Through careful observation, our thinkers(kids) found the interesting thing–waste sorting.
“Whether the recyclable garbage can be turned into something useful?”
“Why we need to sort out the waste? What will happen if we don’t do it?”
在垃圾分类的游戏中，孩子们通过绘图、比对和思考，认识了不同标识和分类的重要性，也结合故事和视频，对“分类、影响、环保”有了初步的认识。
Through drawing, comparing and thinking, the children realized the importance of different signs and classification in the game of waste sorting. Combinating with stories and videos,they also had a preliminary understanding of “sorting, impact and environmental protection”.
K2
中心思想：
植物维持地球上的生命，而且在我们的生活中发挥着作用。
Plants support life on earth and play a role in our lives.
探究线索：
1.植物有利于地球上的生命；
1.Plants are good for life on earth.
2.植物可以被制作成各种各样的产品；
2.Plants can be made into many products.
3.我们需要呵护植物，共同健康成长。
3.We need to take care of plants and grow healthily together.
重要概念：原因 Form 功能 Connection 观点 Perspective
相关概念：保护 Protection 发明 Invention 相互依存Interdependence
探究式学习Inquiry-Based Learning
风和日丽的三月，每个人都感受到了浓浓春意，尤其是植物变化，吸引了K2孩子们的注意。
In the past March, the gentle breeze and the warm sun made everyone feel the coming spring. Especially the changes of plant attracted the attention of K2 children.
他们在记忆里搜索季节变化给植物带来的影响
也通过分组讨论、搜集资料，觉察到植物不仅仅是植物本身
它对于我们人类和其他生命的影响，同样不可小觑
They searched for the impact of seasonal changes on plants in their memory. Through group discussion and data collection, they realized that plants are not only plants themselves.
Their impact on human beings and other lives could not be overlooked either.
“很冷的时候，有些树枝上没有叶子，可是春天来了，就长出好多小小的芽，先是浅绿色，下毛毛雨后，小芽长大了，变成叶子，有的还开花了，各种各样的颜色，很神奇！”
“是呀！是呀！大树穿上厚厚的绿衣服，好多花都开了，好美的！”
“我也喜欢花，妈妈说花要在土里，才会开得更漂亮。”
“老师老师，我还知道，我们吃的米和蔬菜，也是植物变来的，它们也有好多颜色。”
……
"When it's very cold, some branches don't have leaves. While in spring many small buds grow on the branches. First, they are light green. After the drizzle, the small buds grow up and become leaves, and some of them bloom in various kinds of colors . It’s magical!”
"Yes, it seems that the trees are wearing thick green clothes! Some of the trees bloom.It’s beautiful!""I also like flowers. My mother said that flowers would bloom more beautifully when they were in the soil.”"Teacher, I also know that the rice and vegetables we eat are also changed from plants. They also have a lot of colors."
……
孩子们分享植物小知识，观察植物生长变化，也由此开始探究更多“趣事”
因为在老师的引导下，大家发现了植物对人类生活的影响
Children share the knowledge of plant, observe plant’s growth and changes, and begin to explore more "interesting things".
Because under the guidance of teachers, they have found the impact of plants on human life.
“有些植物可以吃，就像我们经常吃的青菜。”
“西瓜、瓜子、苹果、香蕉是植物的果实。”
“还有我最喜欢喝的藕汤！”
……
“Some plants can be eaten such as the green vegetables we often eat.”
“Watermelon, melon seeds, apples and bananas are the fruits of plants.”
“And my favorite lotus root soup!”
……
K2孩子们的探究课堂是否让你产生了想要拥抱大自然的想法呢？
Does the K2 children's inquiry class arise your interest to“embrace”nature ?
K3
中心思想：
生物具有多样性，相互依存并维持平衡。
Central idea: Reasons for interdependence between living beings and environment.
探究线索：
1.生物与环境相互依存的原因；
1.Reasons for interdependence between living beings and environment.
2.不同生物的互动影响生态的平衡；
2.The interaction of different living beings affects the ecological balance.
3.生态失衡的后果；
3.Consequences of ecological imbalance.
重要概念：原因Form 连系Connection 责任Responsibility
相关概念：平衡Balance 生物的多样性Variety of living beings 相互依存Interdependence
探究式学习Inquiry-Based Learning
你最喜欢的动物是什么？
它们的家在哪里？
为什么有的动物冬眠？
它们跟生态环境有什么关系呢？
……
带着问题，孩子们在查阅资料和分组探讨中
激起了对“生物多样性”与“生态平衡”的好奇心
What's your favorite animal?Where do they live?
Why do some animals hibernate?
What’s the connection between them and the ecological environment?
……
With these questions, the children aroused their curiosity about “biodiversity” and “ecological balance” by consulting materials and discussing in groups.
“我们也在食物链里！”
孩子们从中看到不同生物的特点，也看到了生物对环境的依赖与适应性。
"We are also in the food chain!"
Children learened the characteristics of different living beings.
They also learned the dependence and adaptability of living beings to the environment.
“海星生活在海里、企鹅在南极、骆驼在沙漠，这些环境不一样，而且植物不仅仅会在土地里生长，沙漠也会有，就像仙人掌。”
“我在植物园也发现了，那里有很多水生植物。”
“我在书上也看到小溪、湖泊、大海里有鱼，也有植物。”
“那是不是环境不对，它们就没办法生活了？”
……
“Starfish live in the sea, penguins in the South Pole and camels in the desert. These environments are different, and plants will grow not only in the land, but also in the desert just like cactus.”
“I also found it in the botanical garden. There are many plants growing in the water.”
“I also saw in the book that there are fish and plants in streams, lakes and the sea.”
“They can’t live any more if they are not in the right environment. Is it right?”
……
随着进一步的探究，大家对人与自然共生、共享的关系有了初步了解
也对自我的责任和归属有了新的认识
With further exploration, children had a preliminary understanding of the symbiotic and
shared relationship between man and nature as well as a new understanding of self responsibility and attribution.
短短4周的时间，大家运用“工具”，不断发现、总结与反思
不约而同的发出了相同的声音：爱护环境，保护动物，人人有责
Within four weeks, we used "tools" to constantly discover, summarize and reflect,
and spoke out the same words: It is everyone's responsibility to take care of the environment and protect animals.
这颗美丽的星球，因生命而更加有活力，而生命远不止你和我。
期待孩子们下一期的新发现吧！
This beautiful planet is made more vibrant by life, and life is much more than just you and me.
Look forward to the new discoveries of children in the next issue!