Grade 4 UOI 1
我们神奇的身体
Our magnificent bodies
四年级第一单元的探究学习主题是”我们是谁”。在这一单元，同学们在跨学科的学习中探究了人类的身体系统。
The transdisciplinary theme for unit one is “who we are”. Grade 4 students embarked on an inquiry on the human body system in all three subjects.
探究单元
UOI
在探究单元中，我们通过制作模型、分组展示、制作思维导图等形式研究了呼吸、骨骼、肌肉、循环等六大人体系统，以及人体系统内部的相互连接。
In UOI 1, we tackled subjects such as the respiratory system, skeleton, and muscle system by making models, group station demonstration, making mind map and other learning activities.
在UOI课堂上，同学们自己制作了肺功能的模型。通过制作模型的实验，学生可以观察人体呼吸系统的工作模式。在学习肌肉系统时，学生们则用身边的材料，制作了人类肌肉系统的模型。再就是骨骼系统，同学们在课上观察研究了骨骼模型，从中分辨我们身体里的不同骨骼。然后，我们深入到UOI 1的最后一个人体系统——循环系统，学生探索了更多的身体器官，如心脏、动脉、静脉、血液等。
In UOI we did an experiment where kids got to make a functional lungs model where we could see in action how our respiratory system works. When it comes to muscles, we had a head on project where kids had to assemble a human muscular system from parts that we were available. When it came to skeleton exercise, students got to explore the human skeleton by looking at and identifying different bones of our body on the skeleton model.
Then, we went deeper into the last human body system for UOI 1 – the circulatory system, where students could explore more about the heart, arteries, veins, blood, and so on, so we could practice our wonder wall. Also, the students experienced the activity named body system stations within Grade 4, for the first time. Each station was created by a certain teacher to give students a visual demonstration of the human body system. Students participated in various activities that made them happy and excited.
同时，四年级学生还体验了“身体系统小组”的活动。六个小组分别制作了对应身体系统的可视化模型，并向其他同学展示、介绍这一身体系统。亦学亦教，同学们在展示和参观的体验中，强化了对不同人体系统的认识。
UOI 1大纲里的最后一项内容，是人体系统内部的相互连接。我们继续沿用了小组活动的形式，让同学们结合亲身经历来画出身体系统之间互相关联及作用的思维导图。在视觉化的逻辑梳理过程中，同学们发挥创造力，将人体的6个身体系统相互联结了起来。
至此，同学们对UOI课程的兴趣越发浓厚，在个人学习和课堂参与方面的进步也可圈可点，团队合作的能力也在日益提高。
Also, the students experienced the activity named body system stations within Grade 4, for the first time. Each station was created by a certain teacher to give students a visual demonstration of the human body system. Students participated in various activities that made them happy and excited.
Lastly, to comply with the last standard of UOI 1, about interconnections within Human body systems, we decided to make similar stations and do a mind map with students based on teachers' stories. Students had an opportunity to connect these 6 body systems in a creative way.
Students are getting more interested in UOI from week to week. Their progress in learning and participating did not go unnoticed. Their teamwork is also improving week by week.
数学
Mathematics
在本单元的学习中，我们结合探索人体结构的过程，丰富了与人体系统关联的数学知识，并发散了相关的乘法计算和应用题解题能力。
In the study of this unit, we explored the mysteries of human body system and developed many mathematics knowledge and skills related to human body.
在探索人体系统的过程中，四年级的同学们从人体器官中发现了一些大数（ɑ×10ⁿ）。通过探索这些大数，同学们认识了数位顺序表以及各个数位，并学习了如何读写，比较和估算大数。认识数的同时必然离不开计算，同学们也探索了计算三位数乘法的不同方法，并学会了用乘法解决生活中的实际问题。此外，在小组活动中，同学们也接触了计算器，学习了其中各个按钮的功能，还了解了罗马数字等古代数字系统，丰富了数学知识。
In the study of this unit, we explored the mysteries of human body structure and discovered some large numbers from human organs. By exploring these large numbers, the students learned about place value, and learned how to read, write, compare and estimate large numbers. Recognizing numbers is inseparable from calculation, so the students also explored different methods of calculating three-digit multiplication, and were able to use multiplication to solve practical problems in life. In addition, in the group activities, the students also learned about calculators and the functions of each button, and learned about ancient numeral systems such as Roman numerals, which enriched their mathematical knowledge.
在本单元结束时，我们组织了单元学习成果展活动，帮助同学们总结整个单元所学的知识目标。学习成果展里的每个数学活动都体现了同学们的想象力与创造力，以及对于知识目标的深入理解。
与此同时，我们也根据教学目标的设置，进行了形成性和总结性评价。为了评价同学们的掌握程度，除了测试之外，我们还考察了同学们将数学知识运用到实际生活中的能力：结合单元的人体结构主题，同学们根据生活中摄入及消耗卡路里的情况，按照自己平时的饮食和运动创作了卡路里海报，并设计了三位数乘法的应用题，将数学思维运用到生活中。
Throughout the unit students receive formative assessments on the learning objectives. For their summative assessment, students designed a calorie poster that features calories intake from their favorite food and calorie consumption from doing sports. In the calorie poster students also came up with three-digit word problems for each other to solve. Through the poster students develop logical thinking skills and number sense.
语言
Literacy
在我们的第一单元中，四年级的学生通过结合单元主题的阅读、语音、词汇和写作练习，提高了自己的读音/词汇/拼写水平、英语批判性思维和阅读策略。
In our first unit, G4 students have sharpened their critical thinking skills and reading strategies in the reader’s workshops, and enhanced their phonics, vocabulary and spelling skills in the Words Their Way program.
我们坚持每日阅读，并记录自己的阅读流畅度。广泛阅读不同的文本，锻炼自己总结文章、寻找中心思想和定位细节的能力，并从中汲取与探究单元有关的词汇与知识。我们还启动了Words Their Way的学习，以提高学生的语音、词汇和拼写技能。
此外，我们学习了观点类写作，让同学们意识到不同观点的重要性，并在UOI手册中呼吁人们选择更健康的生活方式。他们还巩固了语法知识，修改作业里错误的句子，在写作中更清晰地表达自己的观点。
They made read-aloud a fixed part of their daily routine, and kept track of their reading fluency in weekly reading logs consistently. With a focus on identifying main ideas and supporting details, G4 students exposed themselves to a variety of texts to expand the vocabulary and gather information related to the UOI. We also launched the Words Their Way program to enhance students’ abilities in phonics, vocabulary and spelling skills.
As they gradually became better writers, they realized the importance of perspectives and point of views, which was evident in their healthy lifestyle brochure. Students also refreshed their knowledge of grammar in parts of speech, 4 types of sentences, fragments, and run-on. They understood that a long sentence isn’t necessarily a run-on sentence. By avoiding and fixing run-on sentences in their own work, they enhanced the ability to construct short, impactful sentences to help them clearly articulate their opinions and build a more effective opinion writing piece.
四年级的同学们自豪地完成了他们的第一个旅程。让我们为他们的下一个成就翘首以待！
The Grade 4s have completed their first unit with pride. Let’s look forward to their next achievements!
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