2018年7月，上海燎原双语学校国际部通过了小学 IB PYP 项目认证，正式成为了一所 IB 世界学校。以下是上海燎原双语学校国际部IB课程一周简报。

Grade1

这个单元我们探究生物与非生物，孩子们在学习了动物的栖息地以后，知道了每个栖息地都住着不同的动物。照片中我把五个栖息地放在教室的不同位置上，让头戴动物头饰的小朋友自己去找找栖息之地，并说说我为什么喜欢住在这里，大家都很开心。

This unit explores both living and non-living things, and after learning about the habitats of animals, children learn that each habitat is inhabited by different animals. In the picture, I put five habitats in different places in the classroom, let the children wearing animal headgear find their own habitat, and said why I like living here, everyone is very happy.

燎原IB课程

这周:他们的任务是借助绘画工具，学生找到自己喜欢的栖息地分组，讨论栖息地动物的共同点，制作海报。并且准备以演讲的形式说了出来。 在最终的演讲环节，我们的探究教室化身成了画室。班级与班级之间互相聆听每个小组的演讲，并且互相提问，进行了互评、质疑。好评最多的小组还会获得掌声表示鼓励，你看小朋友们那认真的样子，真有一些小小演说家的样子。

This week: Their task is to use drawing tools to help students find their favorite habitat groups, discuss the common ground of habitat animals, and make posters. And ready to speak in the form of speeches.In the final speech session, our inquiry classroom became a studio. Classes and classes listen to each other's speeches, ask questions, comment and question each other. The group that received the most praise received applause and encouragement. Look at the serious manner of the children. There are some small speakers.

这两周，我们一(3)班小朋友先讨论一下什么是生存环境以及在不同的生存环境中动物是怎样生存的，然后选择海洋、森林、沙漠、草原等栖息地，小组合作沟通交流，一同完成栖息地作品。

This: Two weeks, we G1(3) first discuss what is the living environment and how animals live in different living environment, and then choose the ocean, forest, desert, grassland and other habitats, group cooperation and communication, together to complete the habitat works.

在探究课上，孩子们积极参与讨论什么是生物，什么是非生物。以小组绘画的形式，深入感知五大栖息地，及各栖息地适合生存的生物。在操场上，孩子们认真地寻找生物，很多孩子都找到了蚂蚁。瞧!他们各个专心致志地观察着蚂蚁的外形，活动方式，来更深入地了解生物的生活习性。孩子们在合作的过程中，都愿意帮助他人，也能彼此认真地耐心地倾听同伴的想法，然后把大家的想法都融合在绘画中，团队合作精神非常棒!

In inquiry class, children are actively involved in discussing what is biology and what is abiotic. In the form of group painting, we have a deep understanding of the five habitats and the habitats that all habitats are suitable for survival. On the playground, the children were looking for life seriously, and many children found ants. Look! Each of them is devoted to observing the shape and movement of the ants in order to gain a deeper understanding of their living habits. In the process of cooperation, children are willing to help others, but also each other seriously and patiently listen to the ideas of their peers, and then put everyone's ideas into the painting, team spirit is very good!

通过两周的学习，小朋友们已经了解清楚了什么是生物、什么是非生物。孩子们根据自己已有的认知，画出了五个栖息地上生存的生物，这五个栖息地分别是：草原、雨林、海洋、沙漠、极地。(UOI墙图片)老师请小朋友上台和全班分享自己小组的作品，说一说自己的小组成员在栖息地上都画了哪些生物，这些生物为了适应栖息地都有什么特点。小朋友们在分享的过程中不仅增长了知识，同时也锻炼了合作及交流的能力。

Through two weeks of study, children have learned clearly what is living things and what is abiotic. The children painted five habitats, grasslands, rain forests, oceans, deserts and polar regions, based on what they already knew. (UOI Wall Photo) The teacher asked the children to come to the stage and share their group's work with the class. He said what creatures were painted on the habitat and what characteristics these creatures had in order to adapt to the habitat. In the process of sharing, children not only gain knowledge, but also develop the ability of cooperation and communication.

小朋友什么是生物什么是非生物呢?有个很可爱的小朋友说，老师非生物就是飞在天上的生物。哈哈哈!太棒了，跟着老师一起带着问题进入到我们的探寻课吧!小朋友在激烈的辩论，归类及合作分类的方式中，发现了生物与非生物的差异，定义孩子们脱口而出。在午后孩子们积极主动申请去寻找校园中的生物与非生物。老师看着他们的劲儿都非常开心，在快乐的玩耍当中，**领悟知识要点。孩子根据自己的兴趣去选择栖息地，然后小组合作。

What are children, creatures and abiotic creatures? A very lovely child said that the teacher's abiotic creatures are flying creatures in the sky. Ha ha ha! Great! Let's go to our exploration class with the teacher together with problems. In heated debates, classifications and cooperative classifications, children find differences between living and non-living, and define what they blurt out. In the afternoon, children actively apply to find biological and abiotic elements on campus. The teacher looked at their strength and was very happy. He learned to understand the main points of knowledge in happy play. Children choose their habitat according to their interests, and then work together in groups.

孩子们的想象力超乎了老师的想像，孩子的辩论表达能力也给了老师一个惊喜。在合作互动的探究氛围中，孩子们学到并且收获快乐。才一周多的时间。所有的孩子都开心的拥抱老师说，老师老师!我超级超级喜欢探究课。

The children's imagination exceeded the teacher's imagination, and the children's ability to debate and express surprises to the teacher. In the cooperative and interactive inquiry atmosphere, children learn and harvest happiness. More than a week. All the children are happy to hug the teacher, teacher, teacher, I super super like inquiry class.

小朋友们对我们身处的地球充满好奇，一个个和我们人类一样拥有生命力的生物给孩子们带来了不一样的世界，极地、海洋、沙漠、草原、雨林，不同的生物拥有不同的特点，也有相似的地方，孩子们用自己的发现美的眼睛，充满想象力的大脑和勤劳的双手慢慢地探索着我们的大自然，慢慢地探索着世界......

Children are full of curiosity about the earth in which we live. One by one, like our human beings, has brought children a different world. Polar, ocean, desert, grassland, rain forest, different creatures have different characteristics, but also similar places. Children use their own eyes to discover beauty. The imaginative mind and the industrious hands slowly explore our nature, slowly explore the world...

IB课程

Grade2

学习了水的三态，我们开始探索我是谁，在现在和将来的人际关系中，我们的角色都发生着哪些变化。

After learning about the three states of water, we began to explore who I was and what changes were taking place in our roles in current and future relationships.

讨论完动画片中的各种关系后，我们一起完成小组任务。多有趣啊!

After discussing the various relationships in the cartoons, we finished the group task together.How interesting!

我们一起探讨家庭关系和社会关系，我发现我们身边关系错综复杂。

We talked about family relationships and social relationships, and I found that we were surrounded by complex relationships.

原来我们的生活中有这么多的关系吗，我们来给它们分分类吧!

It turns out there are so many relationships in our lives that let's classify them.

进入Finding Out环节—我们首先观看了四种动画片，思考影片中的人物关系是怎么样的?他们之间的关系是如何发展的?然后，我们小组内探讨并合作完成关系图。最后，我们向大家展示作品并及时做出反思。

In Finding Out, we first watched four cartoons and thought about the relationship between the characters in the movie. How did their relationship develop? Then, we discussed and worked together to complete the chart. Finally, we show you the work and reflect on it.

通过讨论我们最喜欢的动画片，如《西游记》，我们可以画出并写下关系图，让我们更好地理解关系。

By discussing our favorite cartoons, such as,Journey to the West, we can draw and write down relationship diagram, which lets us understand relationships better.

Grade3

小组展示的“大气”成员最为齐全，氮气、氧气、一氧化碳、二氧化碳、水蒸气……

This team completely showed "atmosphere" members, nitrogen, oxygen, carbon monoxide, carbon dioxide, water vapor……

在岩石中，他们发现了“黄金”，虽然不太确定金戒指、金项链怎么也是“石头”，但是孩子们对自己的发现表现得兴奋不已。

In the rock, they found "gold", although they are not sure how gold ring, gold necklace have became "stone", but the children are excited about their discovery.

小组的展示很新颖，图文并茂，想象力和创造力得到了很好的提高。

The group presentation with pictures and texts is very novel, and the imagination and creativity have been greatly improved.

本周，我们在课堂上，主要的任务是搜集资料。我们在课堂上观看了许多关于地球地形、地貌的纪录片。在课下同学们也搜集了许多书籍。

This week, in class, our main task is to collect information. We watched many documentaries about the earth's topography and landform in class. Students also collected many books after class.

Grade4

G4C1

本周我们回顾了上周的导入内容，并根据电影超人总动员来判断主角们是什么个性，加以分析。在了解不同个性的基础上完成自评和他评。

G4-1 students reviewed what they did in “Tuning In” last week, and then watched the film “The Incredibles” in order to analyse and determine the personality-types of the main characters. Having gained an understanding of different personalities, they were then able to evaluate themselves and their classmates.

G4C2

G4-2学生反思自己的性格特质，同时了解一下别人眼中的自己。性格没有优劣之分，重要的是发现自己性格中的不足，试着学习去改变，培养不同的兴趣，态度和技能。其实每个人都是几种特质的共同体，自测一下，你最突出的特质是什么?

G4-2 students reflected on their own personality traits and by doing so got an understanding of how other people see them. There are no “good” or “bad” personality-types; the important thing is to recognise the shortcomings in one’s own personality and try to improve, cultivating new interests, attitudes and skills. In fact, every person has a mix of personality-types; the situation is not black-and-white. But by examining themselves, students were able to think about which of their traits is the most prominent.

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