上海燎原双语学校小学部的IB探究，并没有因为疫情而中断，相反因为充分利用IB探究组合方法：学生主导+教师支持+小组远程合作+家长支持+线上资源，此次超学科探究“我们身处怎样的时空——旅程”，与线下探究有异曲同工之妙。

The UOI class of LYBS never stopped. On the contrary, even though the epidemic made everyone in distance, but our UOI class still made full use of the combination method of IB inquiry: student led + teacher support + remote cooperation + parent support + online resources. What kind of space we are in - Journey is our main topic in this transdisciplinary unit, and our kids learnt a lot from it.

上海燎原双语学校IB探究

在我们的旅程单元，我们的中心思想是：旅行的方式和原因有很多， 会给人们的生活带来改变。

In our Journey unit, our central idea is ‘There are many forms and reasons for a journey, which may lead to change’.

我们经历了成为旅行探险家和冒险家的快感!我们了解了很多著名的探险旅行人物，他们经历了陆地、海洋和天空的不同旅程。我们还研究了什么对旅行至关重要，以及为什么需要这些物品。

We experienced the thrills of being explorers and adventurers!We learnt about famous people who had undertaken different journeys across the lands, seas and skies.We also looked at what was important to take on a journey and why those items were necessary.

我们发现了旅程之间的异同，并讨论了旅程所涵盖的有趣细节。我们还研究了不同的交通方式以及交通工具如何在旅途中帮助我们。我们比较传统和现代的运输方式之间的差异，这让孩子们觉得趣味盎然!

We discovered similarities and differences between journeys and discussed the interesting details each journey covered.We also looked at different modes of transportation and how vehicles could help us on a journey.It was really fun comparing the differences between old and modern forms of transport!

作为一所IB-PYP学校，我们希望发展学生的能动性(给予学生选择权，发言权和主导权)去保护孩子们天然的好奇心和探究热情。

As an IBPYP school, we work hard to develop student agency(enabling students with choice, voice and ownership) to protect their natural curiosity and enthusiasm for inquiry .

所以我们尊重孩子们的兴趣，也跟着他们的热情去进行了太空旅行的探索。学生们想探索国际空间站和人类在发现新行星方面所取得的进步。然后我们讨论了太阳系和其他行星的可居住性。学生们设计了一个他们认为人类可以居住的星球，并将它与**单元的生物和非生物以及人类和动物生活在一个星球上所需的东西/材料起来。

We respected the children’s interests and followed their passion to develop their inquiry into space exploration too. The students wanted to explore the International Space Station and the strides humanity made in discovering new planets. We then talked about the solar system and the possible habitability of other planets. Students designed a planet that they thought people could live on, linking it back with Unit 1 ‘Living and Non-Living Things’ and the things/materials that would be needed in order for people, and animals, to live on another planet.

最后，我们通过总结性评估呈现本单元自己的知识、技能和理解力，并创建了自己的“旅行手册”，其中*含了我们自己的旅程中的信息和细节!

Finally, we demonstrated our knowledge, skills and understanding through the summative assessment and created our very own ‘Journey Leaflet’ with the information and details on our own journey!

由于PYP是一超学科的项目，所以在其他课程中，我们也对旅程不同方面进行了探索来加深学生对本单元的概念性理解。例如，在语文课里，我们开始了寻找春天的旅程。季节和时间的变化也与本单元的超学科主题——“我们身处怎样的时空”进行了契合。

As PYP is a transdisciplinary programme. So, in other subjects, we also explored different aspects of journey to deepen students’ conceptual understanding about this unit. For example, in Chinese, we started a journey, looking for Spring. Seasonal and time changes also linked back to the transdisciplinary theme ‘Where We Are in Time and Space’.

在艺术方面，老师们细心考虑到了学生的现实生活的顾虑和渴望。在疫情期间，孩子们最近外出旅游不方便，但学生们一定受到本单元学习的影响，调动了他们渴望旅行的积极性。待在家里的孩子们自然期待看到外面的世界。所以美术老师设计了一个叫做“和美术老师一起旅行”的微项目。

In Art, teachers took students’ real life concerns into consideration. During the epidemic, it hasn’t been convenient for children to travel or go outside, but this unit inspired students to look forward to seeing the outside world, even when they have to stay home. The Art teachers designed a mini programme called ‘To Travel with the Art Teacher’.

例如，我们去日本站旅游时制作了日本纪念品鲤鱼旗。日本传统手工艺设计作品的美感，不仅让孩子们在家里感受到乐趣，也是通过不同的艺术符号培养孩子们国际情怀的好机会。

For example, we made Japanese souvenir carp flags when we ‘traveled’ to Japan. The beauty of traditional Japanese handcrafts and design work not only provided fun for the children at home, but also gave them a good chance to further develop their international mindedness through the use of different artistic symbols.

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