超学科主题—世界如何运作
Transdisciplinary Theme-How The World Works
PYP项目课程以UOI(Unit of inquiry)即“探究单元”为载体开展，它在六大超学科的统领下，围绕五大要素打破传统学科界限，以世界为教材，以问题为导入，以概念为驱动，以探究为主要学习方式，开展超学科主题探究活动。
PYP project courses are carried out on the carrier of UOI (Unit of Inquiry) . Under the leadership of the six transdisciplines.Breakthe traditional disciplinary boundaries by centering on the five elements, take the world as the teaching material, take questions as the introduction,take concepts as the driving force, and take inquiry as the main learning method. To carry out transdisciplinary thematic inquiry activities.
在世界如何运作这个探究单元中，我们围绕概念——“形式、联系、变化”，展开了一系列的探究活动，以及在基于幼儿已有经验和兴趣的前提下，通过整个探究单元帮助幼儿理解中心思想——不同的天气会影响人们的日常生活。
In the unit of inquiry about how the world works, we did a series of inquiry activities around the concept of "form, connection and change”.Based on children's existing experience, help children understand the central idea -- different weather will affect People's Daily life .
对一个主题的完整探究，分为六个步骤，随着这六个步骤的循序渐进，探究也逐步深入。
The inquiry is divided into six steps. With the six steps proceed, the inquiry is gradually deepened.
导入—Tuning In
在探究开始时，孩子们利用调查问卷了解到我们身边的天气有哪些，通过调查问卷了解孩子们的已知经验，引导孩子们思考生活中我们知道的天气以及它们是怎么形成的，充分激发孩子们探索的兴趣。孩子们对天气的形成都充满了好奇心。
At the beginning of the inquiry, the children used the questionnaire to learn about the weather around us. Through the questionnaire teacher can understand the children's known experience, and then guide the children to think about the problem, the weather we know and how the weather is formed.
发现—Finding Out
孩子们在观察天气时发现，下雨前天气会突变，乌云密布，亮堂堂的白天一下子就变黑了。孩子们提出了一个自己的疑问：为什么会下雨呢?雨是怎么形成的呢?
The children asked a question when observing the changes in the weather: Why does it rain? How does the rain form?
根据孩子们提出的问题，我们利用身边的社区资源进行探索，在图书馆找到了有关天气的绘本《小雨滴旅行记》等，在绘本中孩子们了解了云的形成和雨是怎么来的。
According to the questions raised by the children, we used the library resources us to find the weather-related picture book "Little Raindrops Traveling". Through the picture book, the children learned about the formation of clouds and rain.
梳理—Sorting Out
通过本次活动他们大胆联想其他天气的自然现象，并在小组中，动手实验，感知雨的形成。孩子们因此了解到下雨是一个循环往复的过程。
Through this activity, children think of other natural phenomena of the weather. And in the group, the children have hands-on experiments to perceive the formation of rain. So the children learned that rain is a cyclical process.
接着他们还观察到一天中会出现不一样的天气，比如：早上是多云，中午是晴，晚上下起了雨。知道了天气的变化是一种自然现象。
Then they observed different weather throughout the day.know that the change of weather is a natural phenomenon.
深入探究—Going Further
随着探究的深入，孩子们还了解到恶劣天气这一自然现象，针对幼儿的兴趣，在班级我们展开相应的探究。例：在制作“龙卷风”的实验中，孩子们了解到龙卷风的形成以及特征，在观看泥石流形成视频和动手实验中，了解到泥石流的形成和其带来的危害等。
With the deepening of the inquiry, the children also learned about the inclement weather.And carry out activities in the class under the guided by teacher.Example: In the experiment of making "tornadoes", children learned about the formation and characteristics of tornadoes, watched the video of the formation of debris flow, and learned about the formation and harm of debris flow.
反思—Reflection
在认识气象卡活动中，孩子们对霾这种天气现象产生了疑问。雾霾是怎么形成的?为什么有雾霾的天气我们不能进行户外活动?
In the activity of understanding the weather card, the children questioned the weather phenomenon of haze. How is the smog formed? Why can't we engage in outdoor activities in hazy weather?
随之在对霾的探究过程中，孩子们知道霾是由大气污染形成的，雾霾天气会影响人们的身体健康，知道人们的一些错误行为会对天气产生影响，同时也会危害到人类本身。
In the process of exploring haze, children know that haze is formed by air pollution and haze weather will affect people's health.
They know when people do something also will affect the weather and themselves.
我们还有效地利用了家长资源，参观了气象局，在参观的过程中，孩子们知道了天气预报的由来，同时在绘本《神奇的天气预报员》中，知道一些常见动物也能预报天气，并分小组进行模仿、表演，掌握动物在预报天气时的特殊表现，丰富了孩子们的气象知识。
We also used parent resources and visited the Weather Bureau.
行动—Taking Action
在班级我们为孩子们提供了小小气象员天气播报站，孩子们通过自己当天收集到的天气的信息或者自己的观察进行当天天气的播报，在这项活动中他们渐渐地发现，温度的变化影响着天气的变化，同时也感知到天气对人们日常生活的影响。
In the class, we provided children with a weather station .Our small weather man can do weather report by collecting different information.In this activity, they gradually found that the change of temperature affected the weather, and also perceived the impact of weather on People's Daily life.
总结性评估
Assessment
这一次的评估与以往不同，我们在年级组里以知识抢答的形式进行了总结性评估活动，有天气知多少?天气符号卡、根据所出示的天气图片进行合适的装扮、天气蹲等游戏，以此来对《世界如何运作》这个探究单元进行了总结性评估。
The assessment this time is different from the past. We conducted a summative assessment activity in the form of knowledge response in the grade group.
世界如何运作，通过对天气的探究，孩子们充分发挥了自主能动性，积极参与活动并能大胆地提出自己的疑问，阐述自己的理解，发表自己的观点，通过提问、探索、研究、得出结论这样的过程，开拓了视野、打开了思维、加深了理解、丰富了认知。课堂上的探究已经告一段落，但是孩子们的探究才刚刚开始.......
Through the exploration of the weather, the children have exerted their own initiative, actively participated in activities and can boldly ask their own questions, expound their own understanding, express their own opinions, and develop through the process of questioning, exploring, researching, and drawing conclusions. It has widened vision, opened up thinking, deepened understanding, and enriched cognition.
The inquiry in class has come to an end, but the children's inquiry has just begun...
