一土IB-PYP国际课程的开展，
强调让孩子们在真实的生活环境下展开各项自发性、探究性与跨学科的学习。
The IB-PYP emphasized that children should engage in independent,
inquiry-based and transdisciplinary learning in real life environment.
在“共享地球”主题下，各年级的孩子们就如何实现有效“共享”，
纷纷围绕不同线索展开了进一步探究。
这段时间，他们都收获了什么？
Under the theme of "sharing the planet",
children of all grades have explored further through lines of inquiry on how to achieve "sharing" effectively.
What have they gained during this period?
K1
中心思想：
垃圾对我们生活环境造成的影响
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）；3.3R(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
随着深入探究，K1的宝贝们知道了垃圾分类的重要性，
那孩子是否会将所学运用到生活中？
With in-depth exploration, K1 kids know the importance of garbage sorting.
Will our children apply what they have learned to real life?
小朋友们要注意，垃级分类莫忘记
各类垃圾分桶放，以下规则要牢记
厨余垃圾绿色桶，其他垃圾黑色桶
可回收投蓝色桶，有害垃圾红色桶
垃圾分类游戏真好玩！
Children should pay attention and don’t forget garbage sorting.
Put waste in different dustbins and keep the following rules in mind.
Kitchen waste goes for green bins and other waste goes for black bins.
Recyclable waste goes for blue bins and harmful waste goes for red bins.
小小口诀让宝贝们变成了环保达人，也激起了他们变废为宝的想法！
孩子们会怎样利用“分类”和“工具”完成自己的创作呢？
This chant makes our children become environmental protection experts,
and also arouses their idea of turning waste into treasure!
How can children use "classification" and "tools" to complete their own creation?
“废弃的吸管洗干净了，可以做成狮子的胡须。”
“我的狮子真好看！”
……
我们看到孩子用自己的方式表述着对
“分类”、“影响”、“环保”与“共享”的理解。
"The discarded straw can be washed clean and made into a lion's beard."
"My lion is so beautiful!"
…
We see that children express their understanding of
"classification", "impact", "environmental protection" and "sharing" in their own way.
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的
探究式学习Inquiry-Based Learning
通过观察和照顾植物，孩子对植物的形态、基本特征和生长条件和作用有了一定的理解，
那在本期评估活动中，会有哪些新的发现？
Through observing and taking care of plants, children have a certain understanding of the morphology,
basic characteristics, growth conditions and functions of plants.
What new findings will they make in this assessment activity?
细心的孩子们发现了植物的生长过程，也对植物的作用有了更多认识。
The careful children found the growth process of
plants and learned more about the function of plants.
为了不浪费食物，孩子们自发制定了《不浪费》公约，誓要用行动做光盘达人！
In order not to waste food, the children spontaneously make an agreement of no wasting.
They determined to join “clear your plate” campaign.
了不起的植物净化了我们赖以生存的环境，
为人类提供了氧气和食物，那掉落的树叶可以用来做什么呢？
“能做贴画和拓印，把这些都利用起来，变成装饰品！”
“那就一起观察形状、颜色，想一想要用到哪些创意和工具才能完成一幅满意的作品吧！”
Great plants have purified our living environment and provided oxygen and food for mankind. What can fallen leaves be used for?
"I can make stickers and rubbings, and use them to do decorations!"
"Then observe the shape and color together, and think about what ideas and tools you want to use to complete a satisfactory work!"
K3
中心思想：
生物具有多样性，相互依存并维持平衡。
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
几周的探究，孩子们知道了食物链中互相制衡的关系：
如果有一级遭到破坏，就会影响整个的生态平衡。
After several weeks of exploration, children learned the relationship of checks and balances in the food chain.
If one level is destroyed, it will affect the whole ecological balance.
通过讨论、查找、总结和反思，孩子们画出食物链金字塔，
也通过手工制作的方式表现出对食物链的理解，用画笔创作出《我心中未来地球的样子》。
Through discussion, search, summary and reflection, the children drew the pyramid of the food chain,
also showed their understanding of the food chain by artwork,
creating "the future Earth in my heart" with a paintbrush.
在“共享地球”这一探究单元下，
孩子们从概念理解，到行为思考，再到责任担当，
他们在感受生物多样性与差异性的同时，
也尝试着“以自然之道”建立与世界的联系。
In the transdisciplinary unit of "sharing the earth",
children learn concepts, think about their actions, and take responsibilities.
They not only know biodiversity and diversity,
but also try to establish contact with the world "in the way of nature".