Grade 5 UOI 1
我们身处的时空
Where We Are in Place and Time
五年级第一个探究单元的主题是 “我们身处的时空” ，探究的中心思想是“了解人口迁移的故事并通过讲述故事建立共情能力”。学生主要通过三条学习主线探究这一中心思想：人口迁移的原因、人口迁移的影响以及人口迁移的故事如何帮学生建立共情能力。超学科的学习方式打破了传统的学科界限，帮助学生从多角度、多维度探究人口迁移这一主题。
The transdisciplinary theme of our first unit of inquiry is “Where We Are In Place And Time”. The central idea of this unit is “Telling stories about migration and its impact can build understanding and empathy”. Students inquired into this unit through three lines of inquiry: the reasons people migrate, how migration affects people and places, and how storytelling about migration can build understanding and empathy. Students had opportunities to explore the unit theme through transdisciplinary learning to help them think inside and outside of the box.
探究单元
UOI
为了能够延展五年级学生对移民的理解，我们使用了Y型图来讨论人口迁移对当地城市各方面的影响。
To extend grade 5’s understanding and themed study of migration, Grade 5 students were introduced to and taught how to complete a Y-chart diagram.
学生可以自行选择感兴趣的城市，并研究人口迁移如何对当地的人文及地理几方面产生影响。学生们可以自由探索时间长河中因人口迁移所产生的、在人文和城市样貌领域的各种变化。在5.1班焦锦程创造的Y型图中，他提到了人口迁移给深圳带来的艺术和音乐的改变。这也正是我们希望通过IB学习达到的目标：提升学生对社会和世界的认知和意识。
Using a Y-chart, students were given the opportunity to select their own city to compare how migration had impacted the city in the three key areas of people, culture, and place. Students were free to explore any aspect of people, culture, and place that was changed, influenced, or impacted by migration over time. In a Y-Chart created by Kevin from 5.1, he brought attention to the changes in art and music in Shenzhen due to migrants bringing parts of their own culture to the city. This is exactly the type of awareness we are excited to see developing in our IB students.
数学
Mathematics
在这个单元的数学学习中，同学们学习了如何用长除法进行小数除法的运算，并把小数的知识应用到日常生活中。结合“移居如何影响人们的生活并如何让人们更能理解关怀他人“的探究主题，同学们创造了一个个生动活泼的移民小故事，并将小故事转换成了数学生活类应用题。
In grade 5 math, the students learned how to calculate the long division of decimals and whole numbers. They employed methods of study that focused on understanding how the knowledge of decimals can be useful in our daily lives.
同学们在故事中设立的数学问题，包含了距离问题、速度问题、时间问题、数量问题和货币问题等，并利用小数的相关知识解答班级同学故事中出现的数学应用题。在这个单元，同学们也学习和探究了货币知识，在动手实践中将人民币和美元的学习与小数的理解相融合、提高了在真实情境中的数学应用能力。
For example, the unit of inquiry focused on “how migration affects and builds understanding and empathy among people”. For this reason, students wrote multi-step word problems that told migration-related stories. They studied both Chinese and American currency to support their ability to apply their new knowledge about decimals in figuring out the expenses involved in such a journey.
语言
Literacy
在刚刚过去的第一单元学习成果展上，五年级学生为SGA的同学和家长们展示了自己的创作成果：关于人口迁移话题的个人叙述性作文。
Students began the year in language by exploring the personal narrative genre of reading and writing.
学生发掘了自己或家人的迁移经历，从中汲取写作灵感，并在老师的指导帮助下，通过阅读真实的迁移故事文章、书籍，以及观看相关视频来了解背后的故事，进而积累写作素材。此外，为方便学生获取更多真实的写作资料，我们还邀请了SGA社区其他年级的老师给学生分享自己的迁移故事。所有这些活动，都让学生对人口迁移故事的要素有了更加深刻的理解，同时也为他们创作自己的迁移故事打下了良好的基础。
Personal narrative is about telling true stories, or at least stories that could be true. Working within the unit theme of “migration” provided students with the opportunity to relate their own migration story or that of a close relative. Students also had opportunities to hear migration stories first-hand from staff members whose hometowns can be found around the world. Through listening to, reading and writing migration stories of their own, students explored the reasons why some people might choose to leave their homes to move to an unfamiliar place, and how difficult this can often be emotionally for these people, and how the movement of people can change both the migrants as well as their destination.
通过连续的练习，学生进一步提高了自己写作叙事能力。他们努力为自己的迁移故事塑造丰富的人物形象、设计有趣的情节，并不断完善故事结构。为了养成良好的写作习惯，我们特别重视写作的步骤。从构思立意、完成草稿、修改加工到最终定稿，不断修改完善文章的同时，也强化了英语语法知识在写作中的应用。例如，在叙述人口迁移的目的地和出发地时，学生会使用不同的、带有冲击力的形容词，让读者对故事人物迁移的原因以及迁移带来的各种影响产生更深的认识。同时，为进一步促进超学科学习，学生还在艺术课上完善了自己的故事封面，并在学习成果展上通过画面给观众分享自己的迁移故事。
Throughout the process of reading, writing, and listening to stories of migration, students practiced improving their own storytelling skills. Students practiced creating well-developed characters, creating stories with a clear beginning, middle and end, and developing a problem and resolution within their text. In developing these stories, students worked through the writing process: planning their story, drafting, revising, editing, and finally publishing their finished work. This process provided students with ample opportunity to work on their English grammar skills including enriching their descriptions using adjectives and adverbs, practicing irregular verbs, and expanding their phonetic knowledge to sound out more unfamiliar words.
此外，我们还十分注重学生社交情感技能的培养和运用。创建积极互助的班集体、帮助学生培养良好的人际交往能力和情绪控制能力，是我们学习的第一步。
Research has demonstrated the positive impact that strong social-emotional learning (SEL) skills can have on student outcomes. Considering this, students have worked hard to build a classroom community that is supportive and welcoming to all.
每天早上从互相问好打招呼开始，我们鼓励学生了解周围同学和老师的不同情绪，分享自己的开心和担忧。另外，我们在课上和课外还组织了各式各样的团体活动，在活动中使用不同的社交情感技能共同完成同一挑战。学生们在不断的挑战中学会用积极的心态、坚持的态度和友好的沟通技巧去处理问题和解决问题。
This learning begins each day with greetings and conversations, and with acknowledgments that some days can be more challenging than others. Students also engage daily in challenging teambuilding mini-games. Students also engage once a week in the explicit teaching of SEL skills. These skills include managing our emotions, mindfulness, goal setting, and a growth mindset. Together, these skills increase student resilience, emotional stability, empathy, confidence, self-reliance and responsibility. Acquiring these skills early can help set students on the path to success.
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