Pre-Nursery
BUNNY
Exploring Snacks and Healthy Choices (UOI)
本周，我们的小小班学生开启了一场关于主食的IB探究活动。孩子们调动多种感官，仔细观察了米饭、意大利面、面包和披萨的颜色、形状与质地。通过角色扮演，孩子们化身“小小厨师”亲手制作饭团和意面，并自豪地品尝了自己的劳动成果。
This week, our Pre-Nursery students embarked on an exciting IB inquiry into staple foods. Using their senses, they explored the colors, shapes, and textures of rice, pasta, bread, and pizza. Through hands-on role play, the children became “little chefs,” making rice balls and pasta, then proudly tasting their creations.
孩子们还用彩色黏土制作主食，在锻炼双手的同时，加深了对食物种类与制作过程的理解。这场充满趣味的探究之旅，不仅激发了孩子们对饮食文化的好奇心，更培养了健康饮食习惯——完美体现了IB课程中主动探索与健康成长的教育理念。
They also used colored clay to craft staple foods, building fine motor skills while deepening their understanding of food types and preparation. This joyful, inquiry-based experience sparked curiosity about food culture and encouraged healthy eating habits—beautifully reflecting the IB’s focus on active learning and well-being.
Nursery
BUTTERFLY
Counting in Nature (Math)
本周，我们的学生们走出教室，进行了一场妙趣横生的自然寻宝活动！孩子们在探索过程中收集树叶、石子、树枝等，将它们与特定数字进行匹配，在游戏中掌握了一一对应关系和数字识别能力。
This week, our students took their learning outdoors for a fun and engaging nature hunt! As they explored, they collected natural items—like leaves, stones, and sticks—to match specific numbers, practicing one-to-one correspondence and number recognition.
孩子们展现了出色的创造力和专注度——他们在拥抱大自然的同时，更通过这项活动显著提升了算数能力！
The children showed great creativity and focus, and the activity gave a wonderful boost to their counting skills—all while connecting with the natural world!
Pre-k
PANDA
How We Change as We Grow: The Four Life Stages (UOI)
本周，小探索者们开展了关于”人类如何成长演变”的主题探究，通过婴儿、儿童、成年与老年这四个生命阶段，观察人类成长的奇妙历程。
This week, our young inquirers explored how people grow and change through the life stages: baby, child, adult, and elder.
孩子们首先通过有趣的分类游戏，将照片对应到不同人生阶段，既锻炼了观察力又培养了团队协作。最精彩的当属”猜猜我是哪个宝宝”环节——当孩子们从亮晶晶的感官袋里找出自己婴儿照时，纷纷兴奋地分享起自己的成长变化。
They began with a fun sorting game, matching photos to each stage while practicing observation and teamwork. A favorite moment was the “Guess the Baby” activity, where children discovered their own baby photos in glittery sensory bags and reflected on how they’ve grown.
随后，孩子们绘制自画像，畅想了长大后的模样。最后，大家使用年龄模拟软件体验老年阶段——在阵阵笑声中，孩子们的小脑瓜也开始思考时间留下的痕迹，对生命的历程产生了懵懂的好奇。
Later, they imagined their future selves as adults by drawing self-portraits for our classroom timeline. To finish, they used an aging app to explore the elder stage—bringing lots of laughter and thoughtful discussions about how we change over time, inside and out.
Kindergarten
KOALA
Learns the Importance of Personal Hygiene (UOI)
本周，Koala班通过一系列趣味互动活动探索了个人卫生知识。小朋友们学习了正确的洗手九步骤，探讨了细菌是什么，还使用闪粉进行”细菌小实验”直观观察到肥皂如何有效清除细菌。通过握手传播实验，孩子们亲眼见证了细菌的扩散过程，从而深刻认识到养成良好卫生习惯的重要性。
This week, the Koala Class explored personal hygiene through fun and interactive activities. Students learned the nine steps of proper handwashing, discussed what germs are, and conducted a glitter “Germs Experiment” to see how soap removes germs effectively. They also saw how germs spread through handshakes, reinforcing the need for good hygiene habits.
课堂上，孩子们欢快地学唱沐浴歌，掌握了相关词汇，还分组兴致勃勃地给娃娃”洗起了澡”。在刷牙教学环节，小朋友们不仅学会了正确的刷牙方法，更认识到必须刷满整整两分钟的重要性。
The class enjoyed singing a bathing song, learning related vocabulary, and practicing by “washing” dolls in groups. A teeth-brushing lesson helped students learn the right technique and the importance of brushing for two full minutes.
通过这些亲身体验，孩子们牢牢掌握了每日保持清洁与健康的好方法！
Through these hands-on experiences, Koalas gained a strong understanding of how to stay clean and healthy every day!
First Grade
TIGER
Exploring the 5 Food Groups (UOI)
过去两天的UOI探究课上，Tiger班的小朋友们积极认识了五大类食物：谷物、蔬菜、水果、蛋白质和乳制品。通过生动的图像资料、集体讨论以及亲手操作的食物卡片分类活动，孩子们深入探索了各类食物如何为身体提供能量、维生素和钙质，从而守护我们的健康。
Over the past two days in UOI, the Tigers have been busy learning about the five food groups: grains, vegetables, fruits, protein, and dairy. Through engaging visuals, discussions, and a hands-on food card sorting activity, students explored how each group supports our health with energy, vitamins, and calcium.
欢迎家庭成员共同参与！我们倡议您与孩子一起清点冰箱食物——鼓励孩子用中英文说出食物名称，全家人共同做出健康选择！
At home, we invited families to review the fridge together—encouraging children to name food items in English or Chinese and make healthy choices as a team!
Second Grade
LION
Exploring Family History and Creating a Time Capsule (UOI)
在我班的探究单元活动中，我们荣幸邀请了Felix的妈妈和祖母作为特邀嘉宾，分享了他们的家族历史。孩子们全程投入专注，不仅提出了充满思考的提问，更将听到的故事与自身经历建立了深刻联结。
As part of our Unit of Inquiry, we had the pleasure of welcoming Felix’s mother and grandmother as guest speakers to share their family history. The students were highly engaged, asking thoughtful questions and making meaningful connections to their own lives.
受此启发，我们开始为班级”时间胶囊”准备特别的物品——将这些承载当下美好记忆的瞬间封存，记录我们此刻的真实模样。
Inspired by the visit, we began preparing special items to place in our class time capsule—capturing memories and moments that reflect who we are today.
Third and Fourth Grade
BEAR
Taking Action for Positive Change:Letters to the Principal
作为单元总结行动的一部分，学生们参与了一次真实情境下的学习体验——正式致信校长，为校园环境改善提出深思熟虑的建议。
As part of their end-of-unit action, students engaged in an authentic learning experience by writing formal letters to the school principal, proposing thoughtful improvements to the school environment.
这项活动让学生们得以在真实场景中运用所学知识。通过引导式讨论、教师示范和独立写作等环节，学生们既锻炼了说服性写作技巧，也培养了清晰有礼地表达观点的能力。
This activity allowed students to meaningfully apply their learning in a real-world context. Through guided discussions, teacher modeling, and independent writing, students practiced persuasive writing techniques while developing their ability to express ideas respectfully and clearly.
通过亲手递交信件，学生们展现了极大的热情和主观能动性，彰显了IB学习者培养目标中”关爱他人”、”坚持原则”和”善于交流”的特质。让教育真正实现了”声声有回响”。
By delivering their letters in person, students showed enthusiasm and agency, embodying the IB Learner Profile attributes of being caring, principled, and communicators. All the students felt that their voices were heard.
本次实践让学生真正获得了采取行动的能力，不仅深化了他们对自身角色的认知，更让他们体会到作为学校成员所能创造的积极改变。
This experience empowered students to take action, reinforcing their understanding of their role as active members of the school community capable of contributing to positive change.
Fourth Grade
EAGLE
“Belief in Action” Wall Showcases Student Growth (UOI)
在总结第一单元的学习成果时，学生们通过”信念行动墙”生动展示了各自的个人信念。这个展区完整展现了学生们如何从理解走向实践，充分体现了懂得关爱、坚持原则、深思熟虑等IB学习者培养目标的核心特质。
To conclude Unit 1, students brought their personal beliefs to life through our “Belief in Action” wall. This powerful display highlights how learners moved from understanding to meaningful action, embodying key IB Learner Profile traits such as being caring, principled, and thoughtful.
每一件展品都反映了学生的主动性——信念转化为积极、实际的影响。通过持续反思与实践，学生们展现了作为国际情怀践行者的成长轨迹，以主动姿态融入了社区共建。
Each contribution reflects student agency—turning beliefs into positive, real-world impact. Through reflection and action, students demonstrated their development as internationally-minded individuals, actively engaging with their community.
Sixth Grade
DARGON
Exploring Nutrition Beyond the Digestive System (UOI)
在学习了消化系统后，Kosta通过一系列创意活动延伸了自己的学习成果。他首先在教室里寻找藏好的营养卡片进行配对，以此巩固对七大营养素的认知。
After learning about the digestive system, Kosta extended his understanding through a series of creative activities. He began by finding and matching hidden nutrient cards in the classroom, reviewing the seven essential nutrients.
在分析学校菜单时，他以地铁运行图为灵感，绘制出一幅巧妙的”营养地图”，并得出校内餐食营养均衡的结论。随后通过对师生开展饮食偏好调查，Kosta据此撰写了一封经过深思熟虑的建议信，向校长提出了自己的反馈。
He then analyzed the school menu, creating a clever “nutrient map” inspired by a subway diagram, and concluded the meals are well-balanced. Following a food preference survey with teachers and students, Kosta wrote a thoughtful letter to the principal with his feedback.
在单元总结阶段，他运用膳食转盘设计了均衡餐单，不仅在家中当起”营养小老师”，还策划了一场趣味晚餐游戏，让全家人在互动中巩固健康饮食理念。
To wrap up, he designed a balanced meal plan using a spinning wheel, which he used at home to teach his family and plan a fun dinner game!
